Citations (61)
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Kasia Mika-Bresolin. (2024) Pedagogy of scale: Unmastering time, teaching and living through crises. Educational Philosophy and Theory 56:4, pages 328-342.
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Michalinos Zembylas. (2024) Time-as-affect in neoliberal academy: theorizing chronopolitics as affective milieus in higher education. Studies in Higher Education 49:3, pages 493-504.
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John Canning & Emma-Louise Jay. (2024) Phenomenologies of ‘social acceleration’: some consequences and opportunities for education studies in an unknown future. Discourse: Studies in the Cultural Politics of Education 45:1, pages 131-145.
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Katia Bill Nielsen & Lars Ulriksen. (2023) Following rhythms and changing pace–Students’ strategies in relation to time in higher education. Teaching in Higher Education 28:8, pages 1903-1917.
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Julia Coffey, Penny Jane Burke, Stephanie Hardacre, Jean Parker, Felicity Coccuzoli & Julia Shaw. (2023) Students as victim-survivors: the enduring impacts of gender-based violence for students in higher education. Gender and Education 35:6-7, pages 623-637.
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Joshua Spier & Kristin Natalier. (2023) Reasonable adjustments? Disabled research higher degree students’ strategies for managing their candidature in an Australian university. Disability & Society 38:8, pages 1365-1386.
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Fadia Dakka & Alex Wade. (2023) Postgraduate research in a sick society. Research Papers in Education 38:5, pages 743-762.
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Oliver Vettori. (2023) No time for improvement? The chronopolitics of quality assurance. Quality in Higher Education 29:3, pages 407-420.
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Penny Jane Burke, Julia Coffey, Jean Parker, Stephanie Hardacre, Felicity Cocuzzoli, Julia Shaw & Adriana Haro. (2023) ‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation. Teaching in Higher Education 0:0, pages 1-16.
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Claire Wladis, Alyse C. Hachey & Katherine Conway. (2023) Time Poverty: A Hidden Factor Connecting Online Enrollment and College Outcomes?. The Journal of Higher Education 94:5, pages 609-637.
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Rosalyn Black, Matthew Krehl Edward Thomas & Margaret Bearman. (2023) Producing the global graduate: academic labour and imagined futures in critical times. Pedagogy, Culture & Society 0:0, pages 1-18.
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Toni Kosonen, Johanna Annala, Leena Penttinen & Marita Mäkinen. (2023) University Students’ Approaches to Making the Most of Their Study Time. Scandinavian Journal of Educational Research 67:3, pages 377-390.
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Penny Jane Burke & Gifty Oforiwaa Gyamera. (2023) Examining the gendered timescapes of higher education: reflections through letter writing as feminist praxis. Gender and Education 35:3, pages 267-281.
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Samira Alirezabeigi, Jan Masschelein & Mathias Decuypere. (2023) The timescape of school tasks: towards algorhythmic patterns of on-screen tasks. Critical Studies in Education 64:2, pages 101-117.
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Gerd Johansen & Kristin Solli. (2022) The hidden curriculum of temporal organization: an empirical comparison of classroom and workshop practices. Journal of Curriculum Studies 54:6, pages 792-808.
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Carol Bryce, Agnieszka Ignatowicz, Caroline Huxley, Kathryn Hamilton, Thandiwe Dliwayo, Vera Forjaz, Jackie Sturt & Frances Griffiths. (2022) Staying connected: the importance of timely communication for young people living with a long-term condition and their clinical teams. Information, Communication & Society 25:13, pages 1865-1882.
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Carole Leathwood & Barbara Read. (2022) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education 27:6, pages 756-771.
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Alison Taylor. (2022) ‘Being there’: rhythmic diversity and working students. Journal of Education and Work 35:5, pages 572-584.
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Karen Gravett & Rola Ajjawi. (2022) Belonging as situated practice. Studies in Higher Education 47:7, pages 1386-1396.
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Emma Waight. (2022) Doctoral writing as an assemblage in space and time. Journal of Further and Higher Education 46:5, pages 605-619.
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Karen Gravett. (2022) Feedback literacies as sociomaterial practice. Critical Studies in Education 63:2, pages 261-274.
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Nicola F. Johnson. (2021) Digital labour and temporal priorities within a secondary school. Technology, Pedagogy and Education 30:5, pages 659-671.
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Delyse Leadbeatter & Jinlong Gao. (2021) Exploring the temporal dimensions of student engagement with longitudinal assessment in an oral health therapy programme. Medical Teacher 43:6, pages 663-668.
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Karen Gravett. (2021) Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education. Teaching in Higher Education 26:3, pages 293-305.
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Alistair Brown. (2020) Evincing the soul of a city. Journal of Beliefs & Values 41:4, pages 433-445.
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Penny Jane Burke & Catherine Manathunga. (2020) The timescapes of teaching in Higher Education. Teaching in Higher Education 25:6, pages 663-668.
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Patric Wallin. (2020) Student perspectives on co-creating timescapes in interdisciplinary projects. Teaching in Higher Education 25:6, pages 766-781.
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Matthew Bunn & Anna Bennett. (2020) Making futures: equity and social justice in higher education timescapes. Teaching in Higher Education 25:6, pages 698-708.
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Frances Kelly. (2020) ‘Hurry up please, it's time!’ A psychogeography of a decommissioned university campus. Teaching in Higher Education 25:6, pages 722-735.
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Genevieve Liveley & Alex Wardrop. (2020) Challenging chronocentrism: new approaches to futures thinking in the policy and praxis of widening participation in higher education. Teaching in Higher Education 25:6, pages 683-697.
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Mollie Dollinger. (2020) The projectification of the university: consequences and alternatives. Teaching in Higher Education 25:6, pages 669-682.
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P. Taylor Webb, Sam Sellar & Kalervo N. Gulson. (2020) Anticipating education: governing habits, memories and policy-futures. Learning, Media and Technology 45:3, pages 284-297.
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Tatiana Saburova. (2020) “Seeing like a Professor” or Shifting Gears: University Temporality and the Pace of Transformation in Post-Soviet Russia. European Education 52:3, pages 271-282.
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Mathias Decuypere & Pieter Vanden Broeck. (2020) Time and educational (re-)forms—Inquiring the temporal dimension of education. Educational Philosophy and Theory 52:6, pages 602-612.
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Mathias Decuypere & Maarten Simons. (2020) Pasts and futures that keep the possible alive: Reflections on time, space, education and governing. Educational Philosophy and Theory 52:6, pages 640-652.
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Catherine Manathunga. (2019) ‘Timescapes’ in doctoral education: the politics of temporal equity in higher education. Higher Education Research & Development 38:6, pages 1227-1239.
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Anne-Sofie Nyström, Carolyn Jackson & Minna Salminen Karlsson. (2019) What counts as success? Constructions of achievement in prestigious higher education programmes. Research Papers in Education 34:4, pages 465-482.
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Sara C. Motta & Norma L. Bermudez. (2019) Enfleshing temporal insurgencies and decolonial times. Globalizations 16:4, pages 424-440.
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Matthew Krehl Edward Thomas & Benjamin Jay Whitburn. (2019) Time for inclusion?. British Journal of Sociology of Education 40:2, pages 159-173.
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Fadia Dakka & Alex Wade. (2019)
Writing time: A rhythmic analysis of contemporary academic writing. Higher Education Research & Development 38:1, pages 185-197.
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Sara C. Motta & Anna Bennett. (2018) Pedagogies of care, care-full epistemological practice and ‘other’ caring subjectivities in enabling education. Teaching in Higher Education 23:5, pages 631-646.
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Penny Jane Burke & Geoff Whitty. (2018) Equity Issues in Teaching and Teacher Education. Peabody Journal of Education 93:3, pages 272-284.
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Rachel Brooks & Jill Timms. Widening participation to sandwich courses: temporal challenges. Studies in Higher Education 0:0, pages 1-13.
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Nurul Hidayatul Ulum, Endang Santika, Nurul Izzah Subhan, Chrisanta Kezia Yemima & Yopi Malagola. Students’ experiences of psychosocial problems in higher education. Education 3-13 0:0, pages 1-3.
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Articles from other publishers (17)
Catherine Manathunga. (2023) Decolonising doctoral education in an era of pandemic. Studies in Graduate and Postdoctoral Education 15:2, pages 185-199.
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Claire Wladis, Alyse C. Hachey & Katherine M. Conway. (2024) It’s About Time, Part II: Does Time Poverty Contribute to Inequitable College Outcomes by Gender and Race/Ethnicity?. AERA Open 10.
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Gunilla Kulla & Anneli Sarvimäki. (2024) Nursing students’ lived experiences of temporality in dementia care: A phenomenological study. Nordic Journal of Nursing Research 44.
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Rola Ajjawi, Juan Fischer, Joanna Tai, Margaret Bearman & Trina Jorre de St Jorre. (2022) “Attending lectures in your pyjamas”: student agency in constrained circumstances. Higher Education 86:6, pages 1363-1376.
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Michelle Mansfield, Joel McGregor & Kate Mellor. (2023) Sociological insights: Designing pedagogically sound blended learning programs in enabling contexts. Widening Participation and Lifelong Learning 25:1, pages 30-50.
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Jarkko Tapani Impola. (2023) Reconsidering Newtonian Temporality in the Context of Time Pressures of Higher Education. Studies in Philosophy and Education 42:4, pages 431-448.
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Rola Ajjawi, Margaret Bearman, Elizabeth Molloy & Christy Noble. (2023) The role of feedback in supporting trainees who underperform in clinical environments. Frontiers in Medicine 10.
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Stephanie Wilson. (2022) Listening to the Post-script: Intersections Between Improvisation and Indeterminacy in Music and Education. Postdigital Science and Education 5:2, pages 359-385.
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Juuso Henrik Nieminen. (2022) Unveiling ableism and disablism in assessment: a critical analysis of disabled students’ experiences of assessment and assessment accommodations. Higher Education 85:3, pages 613-636.
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Jan Varpanen, Antti Laherto, Jaakko Hilppö & Tuulikki Ukkonen-Mikkola. (2022) Teacher Agency and Futures Thinking. Education Sciences 12:3, pages 177.
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Rachel Brooks, Jessie Abrahams, Achala Gupta, Sazana Jayadeva & Predrag Lažetić. (2021) Higher Education Timescapes: Temporal Understandings of Students and Learning. Sociology 55:5, pages 995-1014.
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Bradley Sottile, Laura Cruz, Yi-An Burleson & Kris McLain. (2021) It’s About Time: An Analysis of Student Activities Under Remote Learning. It’s About Time: An Analysis of Student Activities Under Remote Learning.
Vilma Žydžiūnaitė & Marius Daugėla. (2020) Teacher’s Professional Self-Awareness Within The Interactions With Students In Higher Education: Temporality and Relationality. Acta Paedagogica Vilnensia 45, pages 160-174.
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Deanna McCall & Bronwyn Relf. (2020) Supporting Mature Aged Students to Develop Group Work Skills: A Review of a 2-Year Study of Students’ Experience of Group Work within their Pre-Nursing Program. Journal of the Australian and New Zealand Student Services Association 28:2 (October), pages 67-79.
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Derek R. Ford. (2018) Pedagogy of the “Not”: Negation, Exodus, and Postdigital Temporal Regimes. Postdigital Science and Education 1:1, pages 104-118.
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Nora’ayu Ahmad Uzir, Dragan Gašević, Wannisa Matcha, Jelena Jovanović, Abelardo Pardo, Lisa-Angelique Lim & Sheridan Gentili. 2019. Transforming Learning with Meaningful Technologies. Transforming Learning with Meaningful Technologies
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