Selected Recent Publications
Scholarly Books and Monographs
Bagnall, R.G. (2004). Cautionary tales in the ethics of lifelong learning policy and management: A book of fables. Dordrecht: Kluwer Academic. (ix + 204 pp.)
Bagnall, R.G. (Ed.) (2003). Enhancing income generation through adult education: A comparative study. Brisbane: Australian Academic Press. (vi + 170 pp.)
Bagnall, R.G. (1999). Discovering radical contingency: Building a postmodern agenda in adult education. New York: Peter Lang. (ix + 242 pp.)
Bagnall, R.G. (1995). Issues and implications in the epistemology and ethics of adult education events: Selected critiques. Brisbane: Centre for Skill Formation Research and Development, Griffith University. (xiv + 169 pp.)
Bagnall, R.G. (1994). Conceptualising adult education for research and development: Selected critiques. Brisbane: Centre for Skill Formation Research and Development, Griffith University. (v + 159 pp.)
Bagnall, R.G. (1998). Work and aesthetic knowledge: Changing realities. Brisbane: Centre for Learning and Work Research, Griffith University. (iii + 21 pp.)
Bagnall, R.G. & Clark, R.J. (Eds). (1983). New England Monographs in Continuing Education. Number 1. Armidale, NSW: Department of Continuing Education, The University of New England. (v + 38 pp.)
Bagnall, R.G. (Ed.) (1983). Canberra papers in continuing education. New series 3. Canberra: Centre for Continuing Education, The Australian National University. (81 pp.)
16.3. Refereed Journal Articles
Bagnall, R.G. (2009). Lifelong learning as an idea for our times: An extended review. International Journal of Lifelong Education, 28(2): 279-287.
Bagnall, R.G. (2008). Contribution to symposium on Kenneth Wain’s The learning society in a postmodern world. Educational Philosophy and Theory, 40(4): 569-575.
Bagnall, R.G. (2008). The politics of research partnerships in vocational and technical education. SEAMEO VOCTECH Journal, June: 9-23.
Bagnall, R.G. (2006). Lifelong learning and the limits of tolerance. International Journal of Lifelong Learning, 25(3): 257-269.
Bagnall, R.G. (2004/2005). The ethics of lifelong learning. International Journal of Learning, 11: 1453-1460.
Bagnall, R.G. (2002). The contingent university: An ethical critique. Educational Philosophy and Theory, 34(1): 77-90.
Bagnall, R.G. (2000). Lifelong learning and the limitations of economic determinism. International Journal of Lifelong Education, 19(1): 20-35.
Bagnall, R.G. (1998). Moral education in a postmodern world: Continuing professional education. The Journal of Moral Education, 27(3): 313-331.
Bagnall, R.G. (1995). Discriminative justice and responsibility in postmodernist adult education. Adult Education Quarterly, 45(2): 79-94.
Bagnall, R.G. (1994). Pluralising continuing education and training in a postmodern world: Whither competence? Australian and New Zealand Journal of Vocational Education Research, 2(2): 18-39.
Bagnall, R.G. (1994). Postmodernity and its implications for adult education practice. Studies in Continuing Education, 16(1): 1-18.
Bagnall, R.G. (1994). Continuing education in postmodernity: Four semantic tensions. International Journal of Lifelong Education, 13(4): 265-279.
Bagnall, R.G. (1994). Responding to the postmodern: Continuing education programming in uncertainty. Canadian Journal of University Continuing Education, 20(1): 43-62.
Bagnall, R.G. (1994). Performance indicators and outcomes as measures of educational quality: A cautionary critique. International Journal of Lifelong Education, 13(1): 19-32.
Bagnall, R.G. (1992). Continuing education in the Australian university: A critique of contract-based curriculum development. Studies in Continuing Education, 14(1): 67-89.
Bagnall, R.G. (1991). The intrinsic nature of educational goals: A reply to Lawson. International Journal of Lifelong Education, 10(3): 237-238.
Bagnall, R.G. (1991). Relativism, objectivity, liberal adult education and multiculturalism. Studies in the Education of Adults, 23(1): 61-84.
Bagnall, R.G. (1990). Vocational education for Australian adult educators: An argument for a liberal approach. Australian Journal of Adult and Community Education, 30(1): 22-29.
Bagnall, R.G. (1990). On the normative aspects of adult education taxonomies. Adult Education Quarterly, 40(4): 229-236.
Bagnall, R.G. (1990). Skills training for adult educators: Necessary but not sufficient. International Journal of University Adult Education, 29(1): 57-67.
Bagnall, R.G. (1990). Education beyond macro-level needs: A critique of Boshier's model for the future. International Journal of Lifelong Education, 9(4): 317-329.
Bagnall, R.G. (1990). The intrinsic nature of educational goals: A critique. International Journal of Lifelong Education, 9(1): 31-48.
Bagnall, R.G. (1990). Lifelong education: The institutionalisation of
an illiberal and regressive ideology? Educational Philosophy and Theory, 22(1): 1-7.
Bagnall, R.G. (1989). University adult education in Australia: Changing provision in a tumultuous context. Bulletin of the International Congress of University Adult Education, 2(2): 57-61.
Bagnall, R.G. (1989). Educating adults and adult self-education. Who does what? Australian Journal of Adult Education, 29(1): 22-28.
Bagnall, R.G. (1989). To participate voluntarily in adult education. Studies in the Education of Adults, 21(1): 41-56.
Bagnall, R.G. (1989). Researching participation in adult education: A case of quantified distortion. International Journal of Lifelong Education, 8(3): 251-260.
Bagnall, R.G. (1989). Educational distance from the perspective of self-direction: An analysis. Open Learning, 4(1): 21-26.
Bagnall, R.G. (1988). Comprehensive surveys of adult education: A recipe for ossifying provision? Studies in Continuing Education, 10(1): 59-68.
Bagnall, R.G. (1987). Adult education as manipulation: Three bases of authoritative injustice. New Zealand Journal of Adult Learning, 19: 51-58.
Bagnall, R.G. (1987). Enhancing self-direction in adult education: A possible trap for enthusiasts. Discourse, 8(1): 90-100.
Bagnall, R.G. (1987). An examination of ‘content’ in adult education
events. Australian Journal of Adult Education, 27(1): 13-16 & 24.
Bagnall, R.G. (1983). An analysis of Verner’s classification of educational processes. Part 2: Methods. Studies in Continuing Education, 9: 106-119.
Bagnall, R.G. (1983). An analysis of Verner’s classification of educational processes. Part 1: The distinction between methods and techniques. Studies in Continuing Education, 9: 88-105.
Bagnall, R.G. & Ogle, C.C. (1981). The changing vegetation structure and composition of a lowland mire at Plimmerton, North Island, New Zealand. New Zealand Journal of Botany, 19: 371-387.
Bagnall, R.G. (1979). A study of human impact on an urban forest remnant: Redwood Bush, Tawa, near Wellington. New Zealand Journal of Botany, 17: 117-126.
Bagnall, R.G. (1975). Study-research groups as a method of teaching the natural sciences. International Journal of University Adult Education, 14(2): 21-41.
Bagnall, R.G. (1975). Vegetation of the raised beaches at Cape Turakirae, Wellington. New Zealand Journal of Botany, 13: 367-424.
Bagnall, R.G. (1972). The dry weight and calorific value of litter fall in a New Zealand Nothofagus forest. New Zealand Journal of Botany, 10: 27-36.
Bagnall, R.G. & Sheridan, J.E. (1972). Seimatosporium leptospermi sp. nov. on leaves of Leptospermum scoparium Forst. in New Zealand and L. juniperinum J.E. Sm in Australia. New Zealand Journal of Botany, 10: 69-73.
Chapters in Books – Refereed
Morrow, D. & Bagnall (in Press). Hybridizing online learning with external interactivity. In F. L. Wang, J. Fong & R.C. Kwan (Eds.),
Handbook of research on hybrid learning models: Advanced tools, technologies, and application. Hershey, PA: IGI Global.
Bagnall, R.G. (in press). The contribution of non-formal education to social sustainability: Policy implications from case studies in the Asia-Pacific region. In P. Willis, S. McKenzie & R. Harris (Eds), Rethinking work and learning: Adult and vocational education for social sustainability. Dordrecht: Springer.
Bagnall, R.G. (in press). The ethics of TVET policy and practice: Issues of access and quality. In R. Maclean, D.N. Wilson & C. Chinien (Eds), International handbook of education for the changing world of work: Bridging academic and vocational learning. Dordrecht: Springer.
Bagnall, R.G. (2007). Good practice in lifelong learning. In D.N. Aspin (Ed.), Philosophical perspectives on lifelong learning (pp. 237-257). Dordrecht: Springer.
Bagnall, R.G. (2007). The ethics of lifelong learning and its implications for values education. In D.N. Aspin & J.D. Chapman (Eds), Values education and lifelong learning (pp. 61-79). Dordrecht: Springer.
Bagnall, R.G. (2006). Ethical issues in lifelong learning and education. In J. Chapman, P. Cartwright & E.J. McGilp (Eds), Lifelong learning, participation and equity (pp. 25-45. Dordrecht: Springer.
Bagnall, R.G. (2003). Introduction. In R.G. Bagnall (Ed.), Enhancing income generation through adult education: A comparative study (pp. 1-15). Brisbane: Australian Academic Press.
Bagnall, R.G. (2003). Australia. In R.G. Bagnall (Ed.), Enhancing income generation through adult education: A comparative study (pp. 17-43). Brisbane: Australian Academic Press.
Bagnall, R.G. (2003). Synthesis. In R.G. Bagnall (Ed.), Enhancing income generation through adult education: A comparative study (pp. 141-150). Brisbane: Australian Academic Press.
Bagnall, R.G. (2002). General knowledge in times of ambiguity: Epistemological, ontological, cultural and trans-cultural perspectives. In K. Kunzel (Ed.), Internationationales jahrbuch der erwachsenenbildung: 30 (2002) (pp. 21-36). Koln: Bolau Verlag.
Bagnall, R.G. (2001). A mission for adult education? In K. Kunzel (Ed.), Internationationales jahrbuch der erwachsenenbildung: 28/29 (2001) (pp. 121-141). Cologne: Bohlau-Verlag.
Bagnall, R.G. (2001). The contingent university: An ethical critique. In P. Roberts & M. Chambers (Eds), Digital developments in higher education: Theory and practice (pp. 25-40). Cambridge, UK: Taylor Graham.
Bagnall, R.G. (2001). Locating lifelong learning and education in contemporary currents of thought and culture. In D. Aspin, J. Chapman, M. Hatton & Y. Sawano (Eds), International handbook of lifelong learning (Part 1) (pp. 35-52). Dordrecht: Kluwer Academic.
Bagnall, R.G. (1999). Ethical implications of contemporary trends in work and adult vocational learning. In M. Singh (Ed.), Adult learning and the future of work (pp. 69-85). Hamburg: UNESCO Institute for Education.
Bagnall, R.G. (1993). Contentions in the professional development of adult educators: An antipodean perspective. In T.A. Simpson (Ed.), Teacher educators' annual handbook 1993 (pp. 231-245). Brisbane: Faculty of Education, Queensland University of Technology.
Bagnall, R.G. (1993). Contractualism: The modern alternative to liberal adult education in the Australian university. In C. Duke (Ed.), Liberal adult education - Perspectives and projects (pp. 53-66). Warwick, UK: Continuing Education Research Centre, University of Warwick.
Bagnall, R.G. (1992). The philosophical context of environmental continuing education. Does the content make a difference? In R. Harris & P. Willis (Eds), Striking a balance: Adult and community education in Australia towards 2000 (pp. 253-263). Adelaide: Centre for Human Resource Studies, University of South Australia & the South Australian Branch of the AAACE.
Bagnall, R.G. (1992). Research into adult and community education. In R. Harris & P. Willis (Eds), Striking a balance: Adult and community education in Australia towards 2000 (pp. 160-170). Adelaide: Centre for Human Resource Studies, University of South Australia & the South Australian Branch of the AAACE.
Bagnall, R.G. (1983). Adult education research in Australia: The harsh reality. In R.G. Bagnall & R.J. Clark (Eds), New England Monographs in Continuing Education. Number 1 (pp. 21-37). Armidale, NSW: Department of Continuing Education, University of New England.
Bagnall, R.G. (1983). An analysis of conceptual and terminological confusion in adult education. In R.G. Bagnall (Ed.), Canberra papers in continuing education. New series 3 (pp. 59-72). Canberra: Centre for Continuing Education, The Australian National University.
Bagnall, R.G. (1983). Scientific research, design, and evaluation paradigms in the training of adult educators. In N. Haines (Ed.), Canberra papers in continuing education. New series 2 (pp. 1-22). Canberra: Centre for Continuing Education, The Australian National University.