About Dr Kathryn Bartimote-Aufflick

Kathryn is an academic lead within the Deputy Vice-Chancellor (Education) Portfolio, guiding the strategic and ongoing academic work of the portfolio in the area of quality assurance, of students' learning experience and outcomes in particular. This involves institutional measurement and analytics, as well as data governance. Kathryn also leads various initiatives to enable learning analytics across the University of Sydney. Her research in higher education focuses on student motivation and success, and development of associated measures and tools.

Reseach interests:

  • The application of sociological and psychological theory to learning analytics
  • Student and graduate success, and issues of equity across socioeconomic, gender, and cultural boundaries
  • The formation of epistemic beliefs
  • Interest and values, and their relation to other motivation and self-regulated learning constructs
  • Conceptual clarity on the definition and measurement of interest
  • Institutional curriculum design and measurement of the development of various skills, knowledge, and attributes such as collaboration, entrepreneurship, perceived competence, and agency

View Kathryn's profile page here.

  • Bartimote-Aufflick, K., Smith, L., Thomson, P., Watt, H. (2020). Exploring the fidelity of motivation constructs within a large, diverse university student sample. EARLI International Conference on Motivation (ICM), Dresden, Germany 3-6 September 2020.
  • Bartimote-Aufflick, K., Thomson, P. (2019). Academics' epistemic stances and formative cultures. 2019 European Association for Research on Learning and Instruction (EARLI), Aachen, Germany. 12-16 August.
  • Maton, K., Howard, S., Doran, Y., Nothman, J., Bartimote-Aufflick, K., Liu, D., Tognolini, J., Yacef, K., Munguia, P. (2019). Exploring the power of using theory to develop learning analytics. Australian Learning Analytics Summer Institute (ALASI), University of Wollongong, Australia. 28-29 November 2019.
  • Bartimote-Aufflick, K., Coleman, R., Napier, C., Heath, J., Fulcher, D. (2019). Learning Analytics in the Higher-Degree Research Setting - What's Possible? Australian Learning Analytics Summer Institute (ALASI), University of Wollongong, Australia. 28-29 November 2019.
  • Bartimote-Aufflick, K., Pardo, A., Reimann, P. (2019). The perspective realism brings to learning analytics in the classroom. In J. M. Lodge, J. Cooney Horvath & L. Corrin (Eds.), Learning analytics in the classroom: Translating learning analytics research for teachers, (pp. 22-41). London: Routledge. [More Information]