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Fang Gao. (2024) Taking innovative humanising pedagogy towards Thirdness: sustaining the development of intercultural competence. Language and Intercultural Communication 24:2, pages 118-136.
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Ruth L. Healey & Derek France. (2024) ‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships. Teaching in Higher Education 29:2, pages 657-675.
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Emma Towers & Mili. (2023) Exploring ways in which identity shapes postgraduate student learning in an English university classroom. European Journal of Higher Education 0:0, pages 1-16.
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Ruth Hamilton. (2023) ‘Becoming’ and ‘Being’ a student: understanding the educational journey of social work students on work-based learning degrees in universities. Social Work Education 42:7, pages 1074-1089.
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Mary Precy Aguilar, Ron Edwards & Sharif As-Saber. (2023) Internationally educated local staff or IntELS in Vietnam: do they feel supported in the workplace?. Globalisation, Societies and Education 0:0, pages 1-15.
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Fabrizio Consorti & Giacomo Consorti. (2023) Elements and Determinants of Professional Identity During the Pandemic: A Hermeneutic Qualitative Study. Teaching and Learning in Medicine 35:4, pages 422-435.
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Stefano Azzali, Tatiana Mazza & Veronica Tibiletti. (2023) Student engagement and performance: evidence from the first wave of COVID-19 in Italy. Accounting Education 32:4, pages 479-500.
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Miira Niska. (2023) Jockeying for position: university students’ employability constructions. Journal of Education and Work 36:4, pages 284-298.
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Billy Wong & Kate Hoskins. (2022) Ready, set, work? Career preparations of final-year non-traditional university students. Higher Education Pedagogies 7:1, pages 88-106.
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Emma Waight. (2022) What can cultural geography offer to the employability agenda? A reflection on powerful knowledge. Journal of Geography in Higher Education 46:4, pages 516-522.
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Gonzalo Cifuentes Gomez, Pamela Guzmán & Maria Veronica Santelices. (2022) Transitioning to higher education: students’ expectations and realities. Educational Research 64:4, pages 424-439.
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Margaret Bearman, Rola Ajjawi & Marcus O’Donnell. (2022) Life-on-campus or my-time-and-screen: identity and agency in online postgraduate courses. Teaching in Higher Education 0:0, pages 1-16.
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Mili & Emma Towers. (2022) How postgraduate university students construct their identity as learners in a multicultural classroom. Teaching in Higher Education 0:0, pages 1-17.
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Andrew Fletcher, Steven Kickbusch & Henk Huijser. (2022) Authentic learning using mobile applications and contemporary geospatial information requirements related to Environmental Science. Journal of Geography in Higher Education 46:2, pages 185-203.
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Karen Gravett & Naomi E. Winstone. (2022) Making connections: authenticity and alienation within students’ relationships in higher education. Higher Education Research & Development 41:2, pages 360-374.
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Garth Stahl & Sarah McDonald. (2022) Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities. International Journal of Inclusive Education 26:1, pages 93-108.
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Julia Hardy, Abigail Lewis, Joanne Walters, Anne E. Hill, Simone Arnott, Adriana Penman, Stacie Attrill, Ruth Nicholls & Sally Hewat. (2021) Reflections on Clinical Education by Students and New Graduates: What can we learn?. Journal of Clinical Practice in Speech-Language Pathology 23:3, pages 146-150.
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Karen Gravett. (2021) Troubling transitions and celebrating becomings: from pathway to rhizome. Studies in Higher Education 46:8, pages 1506-1517.
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Daryl Dugas. (2021) The Identity Triangle: toward a unified framework for teacher identity. Teacher Development 25:3, pages 243-262.
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Pamela Guzmán, Gonzalo Cifuentes Gomez & Maria Veronica Santelices. (2021) Secondary students’ expectations on transition to higher education. Educational Research 63:2, pages 164-179.
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Simone Eringfeld. (2021) Higher education and its post-coronial future: utopian hopes and dystopian fears at Cambridge University during Covid-19. Studies in Higher Education 46:1, pages 146-157.
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Claire Thornton, Phillip Miller & Kelly Perry. (2020) The impact of group cohesion on key success measures in higher education. Journal of Further and Higher Education 44:4, pages 542-553.
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Billy Wong & Yuan-Li Tiffany Chiu. (2020) University lecturers’ construction of the ‘ideal’ undergraduate student. Journal of Further and Higher Education 44:1, pages 54-68.
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Karen MacFarlane. (2019) How can universities contribute to the common good?. Perspectives: Policy and Practice in Higher Education 23:4, pages 122-131.
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Ruth Hamilton. (2019) Work-based learning in social work education: the challenges and opportunities for the identities of work-based learners on university-based programs. Social Work Education 38:6, pages 766-778.
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Sally Smith, David Hunter & Emilia Sobolewska. (2019) Getting in, getting on: fragility in student and graduate identity. Higher Education Research & Development 38:5, pages 1046-1060.
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Sally Smith, Colin Smith, Ella Taylor-Smith & Julia Fotheringham. (2019) Towards graduate employment: exploring student identity through a university-wide employability project. Journal of Further and Higher Education 43:5, pages 628-640.
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Billy Wong & Yuan-Li Tiffany Chiu. (2019) Let me entertain you: the ambivalent role of university lecturers as educators and performers. Educational Review 71:2, pages 218-233.
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Barbara Kensington-Miller, Bernadette Knewstubb, Alys Longley & Amanda Gilbert. (2018) From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes. Higher Education Research & Development 37:7, pages 1439-1453.
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Hannu Räty, Katri Komulainen, Carita Harvorsén, Anna Nieminen & Maija Korhonen. (2018) University students’ perceptions of their ‘ability selves’ and employability: a pilot study. Nordic Journal of Studies in Educational Policy 4:2, pages 107-115.
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Patrícia Silva, Betina Lopes, Marco Costa, Ana I. Melo, Gonçalo Paiva Dias, Elisabeth Brito & Dina Seabra. (2018) The million-dollar question: can internships boost employment?. Studies in Higher Education 43:1, pages 2-21.
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Melinde Coetzee & Dries Schreuder. (2016) Psychological career resources identity and life orientation among young emerging adults in a Nigerian setting. Journal of Psychology in Africa 26:6, pages 517-521.
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Ingrid L. Potgieter, Melinde Coetzee & Nadia Ferreira. (2016) Employability capacities and organisational commitment foci of human resource professionals: An exploratory study. Journal of Psychology in Africa 26:5, pages 436-442.
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Denise Jackson. (2016) Re-conceptualising graduate employability: the importance of pre-professional identity. Higher Education Research & Development 35:5, pages 925-939.
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Denise Jackson. (2016) Skill mastery and the formation of graduate identity in Bachelor graduates: evidence from Australia. Studies in Higher Education 41:7, pages 1313-1332.
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Michele J. Fleming & Diana M. Grace. (2016) Agents of aspiration: the (often unintended) benefits to university students working in outreach programmes. Educational Research 58:3, pages 300-318.
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Simone Howells, Georgina Barton & Marleen Westerveld. (2016) Exploring the development of cultural awareness amongst post-graduate speech-language pathology students. International Journal of Speech-Language Pathology 18:3, pages 259-271.
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Jennifer Hill, Helen Walkington & Derek France. (2016) Graduate attributes: implications for higher education practice and policy. Journal of Geography in Higher Education 40:2, pages 155-163.
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Jennifer Hill & Helen Walkington. (2016) Developing graduate attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education 40:2, pages 222-237.
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E.P.W.A. Jansen & C.J.M. Suhre. (2015) Factors influencing students’ perceptions of graduate attribute acquisition in a multidisciplinary honours track in a Dutch university. Higher Education Research & Development 34:6, pages 1138-1152.
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