Books

Ashwin, P., Blackie, M., Boud, D., Calkins, S., Coate, K., Hallett, F., Kandiko Howson, C., Light, G., Luckett, K., MacLaren, I., McArthur, J., McCune, V., Mpamhanga, K., Schendel, R. and Tooher, M. (2025). Reflective teaching in higher education. 3rd Edition. London: Bloomsbury.

Ashwin, P., Boud, D., Calkins, S. Coate, K., Hallett, F., Light, G., Luckett, K., MacLaren, I., McArthur, J., Mårtensson, K., McCune, V. and Tooher, M. (2020). Reflective teaching in higher education. 2^nd Edition. London: Bloomsbury.

Ashwin, P., Boud, D., Coate, K., Hallett, F., Keane, E., Krause, K-L., Leibowitz, B., MacLaren, I., McArthur, J., McCune, V. and Tooher, M. (2015). Reflective teaching in higher education. London: Bloomsbury.

Journal articles

Cousquer, G., Overend, D., McCune, V., Ryan, F., Morton, C., Mather, B. Gaunt, L., Rainey, E., Wemelsfelder, F., Baxter, J., Davies, H., Lisa, J., Beckman, K., Stirling, E., Finnegan, C., Perez-Espona, S., (2025). By leaves we live: Entanglements with the 30 x 30 biodiversity challenge on veterinary campuses. One Heaith Cases https://www.cabidigitallibrary.org/doi/10.1079/onehealthcases.2025.0019

Cousquer, G., Overend, D., McCune, V., Ryan, F., Morton, C. and Mather, B. (2025). By leaves we live: The shift from interdependence to intradependence and the 30×30 biodiversity challenge on veterinary campuses. CABI One Health, 4(1), https://doi.org/10.1079/cabionehealth.2025.0030

McCune, V., Scoles, J., Boyd, S., Cross, A., Higgins, P. and Tauritz, R. (2024). Academic identities and teaching wicked problems: How to ‘shoot a fog’ in a complex landscape. Higher Education Research and Developement 43(1), 166-179.

MacKay, J., Bell, C., Hughes, K., McCune, V., Loads, D., Salvesen, E., Rhind S. and Turner, J. (2021). Development and evaluation of a faculty based accredited Continuing Professional Development route for teaching and learning. Journal of Veterinary Medical Education

McCune, V., Tauritz, R., Boyd, S., Cross, A., Higgins, P. and Scoles, J.  (2021): Teaching wicked problems in higher education: ways of thinking and practising, Teaching in Higher Education 28(7), 1518-1533.

Wilder-Davis, K., Carless, D., Huxham, M., McCune, V., McLatchie, J. and Jessop, T. (2021). From fast food to a well-balanced diet: toward a programme focused approach to feedback. Practitioner Research in Higher Education 14(1), 3-15.

McCune, V.  (2019): Academic identities in contemporary higher education: sustaining identities that value teaching, Teaching in Higher Education, DOI: 10.1080/13562517.2019.1632826

McCune, V. (2018). Experienced academics’ pedagogical development in higher education: Time, technologies and conversations. Oxford Review of Education, 44(3), 307-321.

Herrmann, K., Bager-Elsborg, A. and McCune, V. (2017). Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education. Higher Education 74(3), 385-400.

Hermann, K., McCune, V., and Bager-Elsborg, A. (2017). Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis. Högre Utbildning 7(1), 29-42.

Christie, H. Tett, L. Cree, V. E. & McCune, V. (2016): ‘It all just clicked’: a longitudinal perspective on transitions within university, Studies in Higher Education 41(3), 478-490.

Anderson, C. and McCune,V. (2013). Fostering meaning: fostering community. Higher Education 66, 283-296.

Anderson, C. and McCune, V. (2013). Facing an uncertain future: curricula of dualities. Curriculum Journal 24(1), 153-168.

Entwistle, N. and McCune, V. (2013). The disposition to understand for oneself at university: Integrating learning processes with motivation and metacognition. British Journal of Educational Psychology 83, 267-279.

Hughes, K., McCune, V. & Rhind, S. (2013). Academic feedback in veterinary medicine: A comparison of school leaver and graduate entry cohorts. Assessment and Evaluation in Higher Education 38(2), 167-182.

Tett, L., Hounsell, J., Christie, H., Cree, V. E. & McCune, V. (2012). Learning from feedback? Mature students’ experiences of assessment in higher education. Research in Post-Compulsory Education 17(2), 247-260.

McCune, V. & Entwistle, N. (2011). Cultivating the disposition to understand in 21^st century university education. Learning and Individual Differences, 21(3), 303-310.

Kreber, C., McCune, V. & Klampfleitner, M. (2010). Formal and implicit conceptions of authenticity in teaching. Teaching in Higher Education, 15(4), 383-397.

McCune, V. (2010). Learner identities and the will to understand: The experience of undergraduate biosciences students in the UK. The Journal of the Hellenic Psychological Society, 17(4), 313-324.

McCune, V. Hounsell, J., Christie, H., Cree, V. E. & Tett, L. (2010). Mature and younger students’ reasons for making the transition from further education into higher education. Teaching in Higher Education, 15(6), 691-702.

Cree, V. E., Hounsell, J., Christie, H., McCune, V. & Tett, L. (2009). From further education to higher education: Social work students’ experiences of transition to an ancient research-led university. Social Work Education, 28(8), 887-901.

McCune, V. (2009). Final year biosciences students’ willingness to engage: Teaching-learning environments, authentic learning experiences and identities. Studies in Higher Education, 34(3), 347-361.

Christie, H., Tett, L., Cree, V. E., Hounsell, J. & McCune, V. (2008). ‘A real rollercoaster of confidence and emotions’: Learning to be a university student. Studies in Higher Education, 33(5), 567-581.

Hounsell, J., Christie, H., Cree, V.E., McCune, V. & Tett, L. (2008). Peer support and retention in Higher Education. Journal of Access, Policy and Practice, 6(1), 35-51.

Hounsell, D., McCune, V., Hounsell, J. & Litjens, J. (2008). The quality of guidance and feedback to students. Higher Education Research and Development, 27(1), 55-67.

Kreber, C., Klampfleitner, M., McCune, V., Bayne, S. & Knottenbelt, M. (2007). What do you mean by “authentic”? A comparative review of the literature on conceptions of authenticity in teaching. Adult Education Quarterly, 58(1), 22-43.

Christie, H., Cree, V. E., Hounsell, J., McCune, V. & Tett, L. (2006). From college to university: Looking backwards, looking forwards. Research in Post-compulsory Education, 11(3), 351-365.

McCune, V. & Hounsell, D. (2005). The development of students’ ways of thinking and practising in three final-year biology courses. Higher Education, 49(3), 255-289.

Entwistle, N. & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16(4), 325-345.

McCune, V. (2004). Development of first-year students’ conceptions of essay writing. Higher Education, 47(3), 257-282.

McCune, V. (2004). Å fremme høykvalitetslæring: Perspektiver fra ETL-prosjektet [Promoting high-quality learning: Perspectives from the ETL Project]. Uniped, 27(2), 4-25.

Entwistle, N., Tait, H. & McCune, V. (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of the Psychology of Education, XV (1), 33-48.

Book chapters

McCune, V. (2018). Teaching and learning in further education and higher education. Scottish Education. 5^th edn.

McCune, V. and Rhind, S. (2014). Understanding students’ experiences of being assessed: The interplay between prior guidance, engaging with assessments and receiving feedback. In C. Kreber, C. Anderson, N. Entwistle and J. McArthur (eds.) Advances and innovations in university assessment and feedback. Edinburgh: Edinburgh University Press, pp. 246-263.

Entwistle, N. & McCune, V. (2009). The disposition to understand for oneself at university and beyond: Learning processes, the will to learn, and sensitivity to context. In L.- F. Zhang & R. J. Sternberg (Eds.) Perspectives on the nature of intellectual styles (pp. 29-62). Berlin: Springer.

McCune, V. (2009). Teaching within and beyond the disciplines: The challenge for faculty. In C. Kreber (Ed.) The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries (pp.231-237).  New York: Routledge.

Entwistle, N., McCune, V. & Scheja, M. (2006). Student learning in context: Understanding the phenomenon and the person. In L. Verschaffel, F. Dochy, M. Boekaerts & S. Vosniadou (Eds.) Instructional psychology: Past, present and future trends. Sixteen essays in honour of Erik De Corte (pp. 131-148). Advances in Learning and Instruction Series. Oxford: Elsevier.

Entwistle, N., McCune, V. & Hounsell, J. (2003). Investigating ways of enhancing university teaching-learning environments: Measuring students’ approaches to studying and perceptions of teaching. In E. De Corte, L. Verschaffel, N. Entwistle & J. van Merriënboer (Eds.) Powerful learning environments: Unravelling basic components and dimensions (pp. 89-108). Oxford: Elsevier Science.

Entwistle, N., McCune, V. & Walker, P. (2001). Conceptions, styles and approaches within higher education: Analytical abstractions and everyday experience. In R. J. Sternberg & L-. F. Zhang (Eds.) Perspectives on thinking, learning, and cognitive styles (pp. 103-136). Mawah, NJ & London: Lawrence Erlbaum Associates.