Macfarlane, B. & Burg, D. (2017) Legitimation, professionalisation and accountability: an intergenerational story, Studies in Higher Education, DOI: 10.1080/03075079.2017.1376640
Macfarlane, B. (2017) The paradox of collaboration: a moral continuum, Higher Education Research and Development, 36:3, 472-485
Macfarlane, B. (2016) From identity to identities: a story of fragmentation, Higher Education Research and Development, 35:5, 1-3.
Macfarlane, B. (2016) Collegiality and performativity in a competitive academic culture, Higher Education Review, 48:2, 31-50.
Macfarlane, B. (2015) Dualisms in higher education: a critique of their influence and effect, Higher Education Quarterly, 69:1, 101-118. DOI: 10.1111/hequ.12046
Macfarlane, B. (2012) The higher education research archipelago, Higher Education Research and Development, 31:1, 129-131.
Macfarlane, B. & Grant, B. (2012) The growth of higher education studies: from forerunners to pathtakers, Higher Education Research and Development, 31:5, 621-624.
Macfarlane, B. (2012) Whisper it softly, professors are really academic developers too, International Journal of Academic Development, 17:2, 181-183.
Macfarlane, B. (2011) Prizes, pedagogic research and teaching professors: lowering the status of teaching and learning through bifurcation, Teaching in Higher Education, 16:1,127-130.
Macfarlane, B. (2011) ‘The unbundling of the academic role’, Borderless 2011: Perspectives on the Future, The Observatory on Borderless Education, 2011, p.10, www.obhe.org.
Macfarlane, B. (2011) The morphing of academic practice: unbundling and the para-academic, Higher Education Quarterly, 65:1, pp. 59-73.
Macfarlane, B. & Hughes, G. (2009) Turning Teachers into Academics?: Locating educational development in a graduate school, Innovations in Education and Teaching International, 46:1, pp. 5-14.