- AUHE Submission to the Senate Inquiry into the ARC Amendment Bill 2018
- AUHE Report on the Impact of Journal Ranking Systems on the Discipline of English in Australia (2022)
AUHE Discussion Papers
Debates in the Discipline and the Humanities
- Graeme Turner and Kylie Brass, Mapping the Humanities, Arts & Social Sciences in Australia (2014)
- Anthony Uhlmann, “Why Study English? In Defence of a Discipline” – The Conversation, Dec 5 2013.
- Katherine Bode, Reading by Numbers. Recalibrating the Literary Field (2012).
- ACOLA, Review of Australia’s Research Training System, March 2016.
- James F. English, The Global Future of English Studies (2012).
- [Debate surrounding the publication of the American Academy of Arts & Sciences report The Heart of the Matter. The Humanities and Social Sciences for a Vibrant, Competitive, and Secure Nation (June 2013).]
- The Heart of the Matter – executive summary, June 2013.
- Humanities Sounds the Alarm – New York Times, June 18 2013.
- Humanities and Social Sciences are Central to National Goals, Report Argues – Chronicle of Higher Education, June 18 2013.
- Making the Case for Liberal Arts – Inside Higher Ed, June 19 2013.
AUHE Learning Outcomes for English in Australia
Students graduating in English will have knowledge of distinct varieties of literary texts in their contexts from a range of periods and places
Students graduating in English will have knowledge of a range of literary forms and writing practices
Students graduating in English will have knowledge of changing theories, methods, and concepts in literary studies
Students graduating in English will have the skills to read, understand and interpret complex literary texts
Students graduating in English will have the skills to communicate coherently in a range of critical and/or creative forms
Students graduating in English will have the skills to locate, assess and use appropriate critical resources
Students can apply relevant skills and knowledge to recognise and reflect on the significance of literary texts in imagining and interpreting the (social) world(s)
Students can construct coherent, evidence-based arguments