Institute of Teaching and Learning

Wendy Sutherland-Smith

Dr. Wendy Sutherland-Smith

Present position
Senior Lecturer
Institute of Teaching and Learning

Contact details
Campus: Burwood
Room: HE3.018
Tel: (+61) (+3) 924 45612
Fax: (+61) (+3) 924 46794


Doctor of Philosophy, Monash University, 2005
Master of Educational Studies, Monash University, 1998
Diploma of Education, Monash University, 1988
Bachelor of Laws, Monash University, 1981
Bachelor of Arts, (double major: Linguistics and English), Monash University, 1980


I began my post-study life working in the Law. After 5 years in which I was heavily involved in legal issues of equity and access, working with the Federal Government, I decided on a career change. I won a scholarship to study Swedish at Uppsala University and there decided to pursue my first love...teaching. I returned to Australia and undertook a Diploma in Education and taught English and Legal Studies in the secondary system. Always keen to learn more, I finished a Masters of Educational Studies in 1998, with a minor thesis examining the differences between online and face-to-face group discussion with groups of international students. I then completed a PhD, whilst working in the education sector. My PhD captured many of the issues of internationalisation of education I've been exploring in the past 15 years - marginalisation, power and social justice, institutional forces of power, but the particular focus has been plagiarism in academic writing. My work examines issues of ESL students in the higher education system, academic writing and literacy practices and the usefulness of new technologies, particularly the Internet. My post-PhD research in higher education has focussed on issues of ethical relationships: whether that be teachers and learners; institutional relationships with staff or learning and teaching in the broader sphere and in multiple modes, using a framework of critical theory

Research interests in higher education

  • Higher education policy;
  • Constructing academic identities
  • Teaching and learning scholarship in higher education;
  • Assessment practices and innovation;
  • ESL teaching and learning;
  • Transformative pedagogies;
  • Cyberethics and intellectual property
  • Plagiarism, cheating and issues of academic integrity

Professional Associations

  • American Association of Applied Linguistics (AAAL)
  • American Educational Research Association (AERA)
  • Applied Linguistics Association of Australia (ALAA)
  • Teachers of English as a Second or Other Language (TESOL, USA)


  • PhD (2010+) The silence behind adolescent female education in Northern Nigeria.
  • Honours thesis (2010) Questions of Power: A Bourdieuian field analysis of the Australian national curriculum debate.
  • M. Ed thesis (2007) Local and international postgraduate students' perspectives on using sources.
  • Honours thesis (2008) Parental attitudes towards the learning of a language other than English (LOTE).

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Publications and presentations


Sutherland-Smith, W. (2008) Plagiarism, the Internet and student learning: Improving academic integrity. New York: Routledge.

Book Chapters

Randell-Moon, H.; Saltmarsh, S. & Sutherland-Smith, W. (to appear in 2012). The living dead and the dead living: contagion and complicity in contemporary universities. In Whelan, A.; Moore, C. & Walker, R. (Eds.), Zombies in the academy: Living death in higher education. Bristol: Intellect Press.

Snyder, I., Angus, L. and Sutherland-Smith, W. (2004). Home and School Technoliteracy: Practices and Disadvantage. In I. Snyder and C. Beavis (Eds.) Doing literacy. New Jersey: Hampton Press.

Angus, L., Snyder, I. and Sutherland-Smith, W. (2004). ICT and education policy: Cultural lessons from families. In G. Walford (ed),Investigating educational policy through ethnography (pp. 63-91). London: JAI Press.

Angus, L., Sutherland-Smith, W. and Snyder, I. (2003) ICTs and educational (dis)advantage: Cultural resources and the digital divide. In G. Walford & R.A. Jeffrey(eds.), Educational inequality and ethnography. London: JAI Press.

Refereed Journal Articles

Bateman, D. & Sutherland-Smith, W. (2011). Neo-liberalising Learning: Generating alternate futures consciousness. Social Alternatives 30 (4): 32-37 (ERA ranked C)

Saltmarsh, S.; Sutherland-Smith, W. & Randell-Moon, H. (2011). Best foot forward, watching your step, jumping in with both feet or sticking your foot in it? The politics of researching academic viewpoints. Qualitative Review Journal 11 (2): 17-30. (ERA ranked A)

Saltmarsh, S.; Sutherland-Smith, W. & Randell-Moon, H. (2011). 'Inspired and assisted', or 'berated and destroyed'? Research leadership, management and performativity in troubled times. Special Issue of Ethics and Education themed 'In Search of the Ethical University'. 6 (3): 293-306 (ERA ranking = B)

Sutherland-Smith, W. (2011). Justice unmasked: A semiotic analysis of Justitia. Semiotica 185 1 (4): 213-222. (ERA ranked A)

Sutherland-Smith, W. (2011).  Crime and punishment: An analysis of university plagiarism policies. Semiotica 187 1 (4): 127–139. (ERA ranked A)

Sutherland-Smith, W. & Saltmarsh, S. (Eds.) (2011). In search of the ethical university. Ethics & Education, 6 (3): 213-215. (ERA ranking = B)

Sutherland-Smith, W. & Saltmarsh, S. (2010). Minding the 'Ps" for implementing online education: purpose, pedagogy and practicalities. Australian Journal of Teacher Education 35 (7): 64-77. (ERA ranked A)

Sutherland-Smith, W. (2010). Retribution, deterrence and reform: The dilemmas of plagiarism management in universities. Journal of Higher Education Policy & Management 32 (1): 1-12. (ERA ranked A)

Saltmarsh, S. & Sutherland-Smith, W. (2010) S(t)imulating learning: Pedagogy, subjectivity and teacher education in online environments. Special Issue of London Review of Education: Being online: A critical view of identity and subjectivity in new virtual learning spaces. 8 (1): 15-24. (ERA ranked B)

Saltmarsh, S.; Sutherland-Smith, W. & Kitto, S (Eds).(2008). Technographies in Teacher Education, Asia Pacific Journal of Teacher Education (Special Issue: Technographies in Teacher Education: Research and pedagogy in technologically mediated learning environments), 36 (3) 179-196. (ERA ranked A*)

Sutherland-Smith, W. (2005). The Tangled Web: Plagiarism, the internet and students' academic writing. Journal of Asia-Pacific Communication. Special Issue, 15 (1)15-31. (ERA ranked B)

Sutherland-Smith, W. (2005). Pandora's box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes, 4 (1) 83-95. (ERA ranked B)

Sutherland-Smith, W., Snyder, I. and Angus, L. (2003). The Digital Divide: Differences in computer use between home and school in low socio-economic households. L1-Educational Studies in Language and Literature 3, 31-45. (ERA ranked C)

Angus, L., Sutherland-Smith, W. and Snyder, I. (2003). ICT and educational (dis)advantage: families, computers and contemporary social and educational inequalities. British Journal of Sociology 23 (4) 5-18. (ERA ranked A*)

Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. Reading Teacher (Special Issue: Owning Technology) 57 (7) 662-669. (ERA ranked A)

Sutherland-Smith, W. (2002). Web-text: Perceptions of digital reading skills in the ESL classroom. Prospect 17 (1) 2-9. (ERA ranked A)

Sutherland-Smith, W. (2002). Integrating online discussion in an Australian Intensive English language course. TESOL Journal (Special Issue: Constructing Meaning with computers) 11 (3) 31-35. (ERA ranked C)

Snyder, I., Angus, L. and Sutherland-Smith, W. (2002). Building Equitable Literate Futures: Home and school computer-mediated literacy practices and disadvantage. Cambridge Journal of Education, 32 (3) 367-384. (ERA ranked A*)

Angus, L, Snyder, I. and Sutherland-Smith, W. (2002). Families, cultural resources and the digital divide: ICTs and educational (dis)advantage in the e-society. Australian Journal of Education, 47 (1) 18-39. (ERA ranked B)

Refereed Conference Publications

Sutherland-Smith, W.; Saltmarsh, S. & Randell-Moon, H. (2011). Research mentoring on the edge: Early Career Researchers and academic fringe-dwelling. HERDSA, Higher Education on the Edge, 4-7 July, 2011, Gold Coast, Australia. (ERA ranked A)

Sutherland-Smith, W. & Pecorari, D. (2010). Policy and practice in two academic settings: How the administrative structures of Australian and Swedish universities serve a culture of honesty. 4th International Plagiarism Conference, 21-23 June, 2010, Newcastle-upon-Tyne, UK.

Sutherland-Smith, W. (2006). Writing as tribal practice: Revisiting online collaborative writing. AARE international conference: Educational pedagogies: the risks and dilemmas. 27 November- 1 December 2006, Adelaide, Australia.

Sutherland-Smith, W. and Carr, R. (2005). Language, Technology and The Law: Anti-plagiarism Software and Students' Academic Writing. International Conference on Arts and Humanities. 13-16 January, 2005, Honolulu, USA.

Sutherland-Smith, W. (2005). TESOL and legal perceptions of plagiarism and academic writing. Language, Education and Diversity conference, 22-29 November 2003, Hamilton, New Zealand.

Sutherland-Smith, W. (2004). The Right to Own: Intellectual Property, Plagiarism and International Students' Academic Writing . American Association of Applied Linguistics. 1- 4 May, 2004, Portland, Oregon, USA.

Sutherland-Smith, W. (2003). Hiding in the shadows: risks and dilemmas of plagiarism in student academic writing. Inaugural AARE, NZ international conference: Educational research: the risks and dilemmas. 26 November- 3 December 2003, Auckland, New Zealand.

Sutherland-Smith, W. (2003). Constructing meaning with computers for TESOL students and professionals. Conference paper for TESOL International Conference: Hearing Every Voice, 24-29 March 2003, Baltimore, USA.

Snyder, I., Angus, L. and Sutherland-Smith, W. (2002).Building Equitable Literate Futures: Home and school computer-mediated literacy practices and disadvantage. AARE National Conference, 28 November- 5 December 2002, Brisbane, Australia.

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8th March 2012