Citations (43)
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Jisun Jung, Mei Lai & Xiaoshi Li. (2023) Part-time master’s students’ attitudes towards study and work. Studies in Continuing Education 0:0, pages 1-18.
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Gabriella Cagliesi & Denise Hawkes. (2023) What shapes student intentions? The interplay between policy, social and personal factors in postgraduate education. Policy Reviews in Higher Education 7:2, pages 188-210.
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Alison White. (2023) The Transition In framework: Supporting the transition of students into postgraduate taught study. Innovations in Education and Teaching International 0:0, pages 1-13.
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Wendy Bastalich & Alistair McCulloch. (2022) The ideal research degree supervisor ‘can play any role’: Rethinking institutional orientation and induction for commencing doctoral students. Innovations in Education and Teaching International 0:0, pages 1-14.
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Wendee White & Richard Ingram. (2021) Embracing the complexity: a multifaceted and inter-sectional model of Taught Postgraduate student experience. Journal of Further and Higher Education 45:10, pages 1454-1468.
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Julia Jung, Isa Jahnke & Tim Deprez. (2021) Exploring student anxiety when starting in a joint international Master’s programme. Journal of Further and Higher Education 45:7, pages 901-915.
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Jisun Jung. (2021) Learning experience and academic identity building by master's students in Hong Kong. Studies in Higher Education 46:4, pages 782-795.
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Gale Macleod, Neil Lent, Xiaomeng Tian, Yunying Liang, Meredith Moore & Shrawani Sen. (2020) Balancing supportive relationships and developing independence: an activity theory approach to understanding feedback in context for master’s students. Assessment & Evaluation in Higher Education 45:7, pages 958-972.
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Lisa Coneyworth, Rachel Jessop, Pauline Maden & Gavin White. (2020) The overlooked cohort? – Improving the taught postgraduate student experience in higher education. Innovations in Education and Teaching International 57:3, pages 262-273.
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Ruth Cross, Diane Lowcock, Jerry Fiave, Sarah Agyeniwah & Grace Kafui Annan. (2020) ‘Feeling part of a network of learning in health promotion’: An evaluation of a postgraduate peer-mentoring scheme in Ghana. Innovations in Education and Teaching International 57:2, pages 175-185.
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Helen Murphy & Elizabeth Tilley. (2019) Libraries Supporting Transition: Developing a Pre-Arrival Open Educational Resource (OER) for Taught Master’s Students. New Review of Academic Librarianship 25:2-4, pages 271-294.
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Ann Macfadyen, Christine English, Michael Kelleher, Maggie Coates, Colin Cameron & Vanessa Gibson. (2019) ‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students. Higher Education Research & Development 38:5, pages 985-1000.
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Gale Macleod, Tina Barnes & Sharon R. A. Huttly. (2019) Teaching at Master's level: between a rock and a hard place. Teaching in Higher Education 24:4, pages 493-509.
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Veronica Bamber, Carolyn J. Choudhary, Jane Hislop & Judith Lane. (2019) Postgraduate taught students and preparedness for Master’s level study: polishing the facets of the Master’s diamond. Journal of Further and Higher Education 43:2, pages 236-250.
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Ruth Matheson & Mark Sutcliffe. (2018) Belonging and transition: An exploration of International Business Students’ postgraduate experience. Innovations in Education and Teaching International 55:5, pages 602-610.
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Claire T. McEvoy, Ruth F. Hunter, Kyle B. Matchett, Linda Carey, Michelle C. McKinley, Karen D. McCloskey & Jayne V. Woodside. (2018) Exploring perceived support of postgraduate medical science research students. Journal of Further and Higher Education 42:4, pages 454-466.
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Carl Evans, Tien Nguyen, Mark Richardson & Ian Scott. (2018) Managing the transition from undergraduate to taught postgraduate study: perceptions of international students studying in the UK. Research in Post-Compulsory Education 23:2, pages 249-265.
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Elaine Keane. (2017) Being altruistically motivated: the postgraduate and career motivational orientations of access students at an Irish University. Cambridge Journal of Education 47:4, pages 567-583.
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Ruth Matheson & Mark Sutcliffe. (2017) Creating belonging and transformation through the adoption of flexible pedagogies in masters level international business management students. Teaching in Higher Education 22:1, pages 15-29.
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Articles from other publishers (24)
Zamandlovu Makola & Nonceba Ntoyanto-Tyatyantsi. (2023) Post Graduate Students’ Experiences with Research Ethics: A South African Perspective. Journal of Empirical Research on Human Research Ethics 18:4, pages 208-217.
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Chaoying Tang, Tao Yi, Stefanie E. Naumann & Jichang Dong. (2023) The influence of subjective norms and science identity on academic career intentions. Higher Education.
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Louise Warwick-Booth, Susan Coan, Sara Rushworth, Samantha Davies, Ruth Cross, Simon Rowlands, Muhammad Sanusi Ismaila, Ekwutosi Uneke, Olamide Inioluwa Osoro, Dolapo Oladele & Jake Wagland. 2023. Perspectives on Enhancing Student Transition Into Higher Education and Beyond. Perspectives on Enhancing Student Transition Into Higher Education and Beyond
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Céline Rojon, Javier Hernandez, Mira Knauer & Elisabetta Mocca. (2023) Young People’s Perceptions of Transitioning from School to Higher Education: A Cross-National Perspective. International Journal of Educational and Life Transitions 2:1, pages 16.
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Mei Lin, Lana Y J Liu & Thinh Ngoc Pham. (2023) Towards developing a critical learning skills framework for master's students: Evidence from a UK university. Thinking Skills and Creativity 48, pages 101267.
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Elisabeth Hovdhaugen & Lars Ulriksen. (2021) The historic importance of degree structure: A comparison of bachelor to master transitions in Norway and Denmark. European Educational Research Journal 22:2, pages 198-215.
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Wendee White & Richard Ingram. (2023) Reconceptualising postgraduate taught student experience through the lens of emotions and well-being: Moving from explanatory methodology to revelatory. International Journal of Educational Research 117, pages 102135.
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Minh Ngoc Tran, Linda Hogg & Stephen Marshall. (2022) Understanding postgraduate students’ perceptions of plagiarism: a case study of Vietnamese and local students in New Zealand. International Journal for Educational Integrity 18:1.
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George Kofi Amoako. 2022. Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students. Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students
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Daron Benjamin Loo. (2021) The Language Ecology of Graduate Students: An Exploration through Vocabulary Contribution. Issues in Language Studies 10:2, pages 65-82.
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Rebecca Crook, Patricia Gooding, Chloe Whittaker, Dawn Edge, Claire Faichnie, Melissa Westwood & Sarah Peters. (2021) Student, academic and professional services staff perspectives of postgraduate researcher well-being and help-seeking: a mixed-methods co-designed investigation. Studies in Graduate and Postdoctoral Education 12:1, pages 113-130.
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Carol Azumah Dennis & Gill Clifton. (2021) Adult postgraduate students’ learning in online spaces—Images of identity and belongingLernen postgraduierter Studierender – Bilder des Dazugehörens und der Identität. Zeitschrift für Weiterbildungsforschung 44:2, pages 133-150.
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Jisun Jung. (2020) Master’s Education in Hong Kong: Access and Programme Diversity. Higher Education Policy 33:4, pages 711-733.
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Simon Burrow, Hilary Mairs, Timothy Bradshaw & Helen Pusey. (2019) Navigating and negotiating: Social processes to describe and explain the student experience of undertaking part-time, taught study on a Master’s level degree course in dementia care. Dementia 19:7, pages 2399-2414.
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Charlotte Louise Bagnall, Yvonne Skipper & Claire Louise Fox. (2019) ‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. British Journal of Educational Psychology 90:1, pages 206-226.
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Simon Burrow, Hilary Mairs, Timothy Bradshaw, Helen Pusey & John Keady. (2020) Academic reawakening: Situated experiences of undertaking a post graduate masters course in dementia. Nurse Education in Practice 42, pages 102683.
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Dely L. Elliot, Søren S. E. Bengtsen, Kay Guccione & Sofie KobayashiDely L. Elliot, Søren S. E. Bengtsen, Kay Guccione & Sofie Kobayashi. 2020. The Hidden Curriculum in Doctoral Education. The Hidden Curriculum in Doctoral Education
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Matthew A. Sitch & Ruth G. Lowry. (2019) Social influence on students’ experiences of transition into postgraduate study. Sport & Exercise Psychology Review 15:1, pages 31-49.
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Michael Snowden & Jamie P. Halsall. 2019. Mentorship, Leadership, and Research. Mentorship, Leadership, and Research
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Jane Tobbell, Daniel Boduszek, Susanna Kola-Palmer, Joanne Vaughan & Janet Hargreaves. (2018) Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale. Nurse Education Today 63, pages 81-86.
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Maria José Quina Galdino, Júlia Trevisan Martins, Maria do Carmo Fernandez Lourenço Haddad, Maria Lucia do Carmo Cruz Robazzi & Marcela Maria Birolim. (2016) Síndrome de Burnout entre mestrandos e doutorandos em enfermagem. Acta Paulista de Enfermagem 29:1, pages 100-106.
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Victoria Louise O'Donnell. (2016) Organisational change and development towards inclusive higher education. Journal of Applied Research in Higher Education 8:1, pages 101-118.
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Veronica Bamber. (2015) Mixing Decks: Frameworks for Master's Scholarship. Higher Education Quarterly 69:3, pages 221-236.
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Anelise Schaurich dos Santos, Cláudia Maria Perrone & Ana Cristina Garcia Dias. (2015) Adaptação à pós-graduação stricto sensu: uma revisão sistemática de literatura. Psico-USF 20:1, pages 141-152.
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