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REFERENCES

Adams, R. (2006). A theory of virtue: Excellence in being for the good. Oxford: Oxford University Press.

Alam, M. T., & Farid, M. S. (2011). Factors affecting teachers’ motivation. International Journal of Business and Social Science, 2(1), 298–304.

Alderman, M. K. (Ed.). (2013). Motivation for achievement: Possibilities for teaching and learning (3rd ed.). Mahwah, NJ: Erlbaum.

Alexander, P. A., & Murphy, P. K. (1998). A test of cognitive and motivational dimensions of domain learning. Journal of Educational Psychology, 90, 435–447.

Al-Rubaish, A. M., Rahim, S. A., Abumadini, M. S., & Wosornu, L. (2011). Academic job satisfaction questionnaire: Construction and validation in Saudi Arabia. Journal of Family and Community Medicine, 18(1), 1–7.

Amaral, A. (2007). Role, responsibilities and means of public authorities and institutions: Challenges in the light of a growing emphasis on market mechanisms. In L. Weber & K. D. Dreyer (Eds.), The legitimacy of quality assurance in higher education: The role of public authorities and institutions (1st ed.). Strasbourg Cedex: Council of Europe Publishing.

Anderson, A. R., & Atkins, M. H. (2001). Business strategies for entrepreneurial small firms. Strategic Change, 10(6), 311–324.

Anderson, G. (2006). Carving out time and space in the managerial university. Journal of Organizational Change Management, 19(5), 578–592.

Arkoudis, S., Bexley, E., & James, R. (2012). Addressing the challenge of maintaining the Australian academic workforce. Higher Education Forum, 3(9), 89–103.

Atherton, J. S. (2011). Learning and teaching: Approaches to study: Deep and surface learning. Retrieved from http://www.learningandteaching.info/learning/deepsurf.htm

Attard, A., Lorio, E. Di., Geven, K., & Santa, R. (2010). Student-centred learning – Toolkit for students, staff and higher education institutions. Brussels: European Students Union. Retrieved from http://www.esib.org/index.php/Publications

Baez, B. (2007, November). Neoliberalism in higher education. Paper presented at the meeting of the Association for the Study of Higher Education, Louisville, KY.

Baier, A. (1986). Trust and antitrust. Ethics, 96(2), 231–260.Baldwin, R. G. (1996). Faculty career stages and implications for professional development.

In D. Finnegan, D. Webster, & Z. F. Gamson (Eds.), Faculty and faculty issues in colleges and universities (2nd ed.). Boston, MA: Pearson Custom Publishing.

Bamber, V., & Anderson. S. (2012). Evaluating learning and teaching. International Journal for Academic Development, 17(1), 5–18.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall, Inc.

Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187–206.

Barnett, R. (1992). Improving higher education: Total quality care. Buckingham: Society for Research into Higher Education & Open University Press.

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