Citations (31)
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Xiaotong Zhu & Carol Evans. (2022) Enhancing the development and understanding of assessment literacy in higher education. European Journal of Higher Education 0:0, pages 1-21.
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Sally Patfield, Jennifer Gore & Leanne Fray. (2022) Degrees of “being first”: toward a nuanced understanding of first-generation entrants to higher education. Educational Review 74:6, pages 1137-1156.
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Wenty Marina Minza & Safura Intan Herlusia. (2022) Affect and trust in educational migration of young people from provincial towns in Indonesia. Ethnography and Education 17:3, pages 206-223.
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Lynette Vernon & Catherine F. Drane. (2020) Influencers: the importance of discussions with parents, teachers and friends to support vocational and university pathways. International Journal of Training Research 18:2, pages 155-173.
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Inka Bormann & Barbara Thies. (2019) Trust and trusting practices during transition to higher education: Introducing a framework of habitual trust. Educational Research 61:2, pages 161-180.
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Yang Hong & Carol Fuller. (2019) Alone and “left behind”: a case study of “left-behind children” in rural China. Cogent Education 6:1.
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Carol Fuller. (2018) The existential self: challenging and renegotiating gender identity through higher education in England. Gender and Education 30:1, pages 92-104.
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Kay Fuller. (2017) Sociology, gender and educational aspirations. Educational Review 69:4, pages 524-526.
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Neil Harrison & Richard Waller. (2017) Evaluating outreach activities: overcoming challenges through a realist ‘small steps’ approach. Perspectives: Policy and Practice in Higher Education 21:2-3, pages 81-87.
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Carol Fuller, Daisy Powell & Simon Fox. (2017) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review 69:2, pages 232-247.
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Emma Felton, Krystle Vichie & Eloise Moore. (2016) Widening participation creatively: creative arts education for social inclusion. Higher Education Research & Development 35:3, pages 447-460.
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Paul Gibbs & Aftab Dean. (2015) Do higher education institutes communicate trust well?. Journal of Marketing for Higher Education 25:2, pages 155-170.
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Articles from other publishers (17)
Pallavi Banerjee, Charlotte True, Rob Hart, Eleanor Hodgson, Kristi Dingwall & Zhimin Shen. (2023)
Evaluation of the ‘Articulate’ widening participation intervention aimed at improving soft skills and
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Maurizio Toscano & Victoria Millar. (2022) Trust in the Third Space of Science Education. Science & Education 31:6, pages 1691-1708.
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Seung-hyun Han, Eunjung Grace Oh & Sung “Pil” Kang. (2022) Social Capital Leveraging Knowledge-Sharing Ties and Learning Performance in Higher Education: Evidence From Social Network Analysis in an Engineering Classroom. AERA Open 8, pages 233285842210866.
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Jill R. D. MacKay, Emily Nordmann, Leigh Murray, Alison Browitt, Monika Anderson & Jacqui Hutchison. (2021) The Cost of Asking: ‘Say that Again?’: A Social Capital Theory View Into How Lecture Recording Supports Widening Participation. Frontiers in Education 6.
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Jose Eos Trinidad & Enrique Niño P. Leviste. (2020) Toward greater access and impact: Directions for a sociological understanding of Philippine higher education. Industry and Higher Education 35:3, pages 201-210.
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Sebastian Niedlich, Annika Kallfaß, Silvana Pohle & Inka Bormann. (2020) A comprehensive view of trust in education: Conclusions from a systematic literature review. Review of Education 9:1, pages 124-158.
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Barbara Thies, Elke Heise & Inka Bormann. (2021) Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 53:1-2, pages 42-57.
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Xiaona Wang & Wenqin Shen. (2021) Studying Abroad, Social Capital, and Sino-Swiss Scientific Research Collaboration: A Study of Chinese Scholars Studying in Switzerland. International Journal of Chinese Education 9:2, pages 219-242.
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Asghar Soltani, Dariush Boostani & Sareh Golestani. (2020) Exploring the strategies of faculty-student interactions: A grounded theory study in Iranian academic context. Learning, Culture and Social Interaction 26, pages 100408.
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Emily Greenbank. 2020. Discursive Navigation of Employable Identities in the Narratives of Former Refugees. Discursive Navigation of Employable Identities in the Narratives of Former Refugees.
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Mohsen Ghobehei, Faraz Sadeghvaziri, Elham Ebrahimi & Khashayar Afshar Bakeshloo. (2019) The effects of perceived brand orientation and perceived service quality in the higher education sector. Eurasian Business Review 9:3, pages 347-365.
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Melanie Misamer & Barbara Thies. 2019. Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre. Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre
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Aidan Clerkin. (2018) Filling in the gaps: A theoretical grounding for an education programme for adolescent socioemotional and vocational development in Ireland. Review of Education 6:2, pages 146-179.
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Billy Wong. (2018) By Chance or by Plan?: The Academic Success of Nontraditional Students in Higher Education. AERA Open 4:2, pages 233285841878219.
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Wojciech Pawlina, Darrell J.R. Evans, Lap Ki Chan, Kenneth G. Ruit, Timothy D. Wilson & Nirusha Lachman. (2018) Student-teacher trust and journal-reader trust: Engines driving education and research in anatomical sciences. Anatomical Sciences Education 11:1, pages 5-6.
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