Citations (128)
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Tuulikki Alanko, Maarit Karhula, Teppo Kröger, Arja Piirainen, Riku Nikander & Pirjo Vuoskoski. (2023) Conceptions of healthcare professionals about rehabilitees’ participation in goal setting in an acute hospital: A phenomenographic study. Physiotherapy Theory and Practice 39:7, pages 1437-1448.
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Kimkong Heng, M. Obaidul Hamid & Asaduzzaman Khan. (2023) Research engagement of academics in the Global South: the case of Cambodian academics. Globalisation, Societies and Education 21:3, pages 322-337.
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Tseen Khoo. (2023) Creating spaces to develop research culture. International Journal for Academic Development 28:2, pages 217-229.
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Raimo Kaasila, Sonja Lutovac & Minna Uitto. (2023) Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions. European Journal of Teacher Education 0:0, pages 1-20.
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Min Yang & Rui Yuan. (2023) Early-stage doctoral students’ conceptions of research in higher education: cases from Hong Kong. Teaching in Higher Education 28:1, pages 85-100.
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Paul Trowler. (2022) Doctoral supervision: sharpening the focus of the practice lens. Higher Education Research & Development 41:5, pages 1743-1756.
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M. Khosronejad, L. Markauskaite & P. Reimann. (2022) Investigating university students’ conceptions of engineering: an implied identity perspective. Higher Education Research & Development 41:5, pages 1586-1602.
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A. Sala-Bubaré, I. Skakni, K. Inouye, C. Weise & L. McAlpine. (2022) Early career researchers making sense of their research experiences: a cross-role and cross-national analysis. Compare: A Journal of Comparative and International Education 52:5, pages 748-767.
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Riikka Holopainen, Pirjo Vuoskoski, Arja Piirainen, Jaro Karppinen & Peter O’Sullivan. (2022) Patients’ conceptions of undergoing physiotherapy for persistent low back pain delivered in Finnish primary healthcare by physiotherapists who had participated in brief training in cognitive functional therapy. Disability and Rehabilitation 44:14, pages 3388-3399.
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Didi M.E. Griffioen. (2022) A questionnaire to compare lecturers’ and students’ higher education research integration experiences. Teaching in Higher Education 27:2, pages 185-200.
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Riikka Holopainen, Arja Piirainen, Jaro Karppinen, Steven James Linton & Peter O’Sullivan. (2022) An adventurous learning journey. Physiotherapists’ conceptions of learning and integrating cognitive functional therapy into clinical practice. Physiotherapy Theory and Practice 38:2, pages 309-326.
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Carles Monereo & Eva Liesa. (2022) Early career researchers’ identity positions based on research experiences. Higher Education Research & Development 41:1, pages 193-210.
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Larissa Yousoubova & Lynn McAlpine. (2022) Developing as a post-PhD researcher: agency and feedback in construction of grant funding success (El desarrollo del investigador posdoctoral: agencia y feedback en la preparación de propuestas de financiación exitosas). Journal for the Study of Education and Development 45:1, pages 1-36.
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Pascal S. Doh & Jussi S. Jauhiainen. (2021) Multilevel analysis of the factors and talent-building elements of aspiring African star scientists in their international scientific networks. African Journal of Science, Technology, Innovation and Development 13:5, pages 573-582.
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Yueying Gong, Ann MacPhail & Annmarie Young. (2021) Chinese higher education-based physical education teacher educators’ professional learning needs for involvement in research activities. Professional Development in Education 0:0, pages 1-17.
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Haylen Perines & Georgeta Ion. (2021) How Do Prospective Teachers Understand Educational Research?. The Teacher Educator 56:1, pages 101-116.
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Masoud Rahimi, Nouroddin Yousofi & Shahab Moradkhani. (2021) How research is conceived and practised in higher education? Assumptions of Masters/doctoral students and instructors. Research Papers in Education 36:1, pages 1-26.
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Didi M.E. Griffioen. (2020) Differences in students’ experiences of research involvement: study years and disciplines compared. Journal of Further and Higher Education 44:4, pages 454-466.
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Paul Joseph-Richard & Tansy Jessop. (2020) A phenomenographic study of research informed teaching through the eyes of Masters’ students. Studies in Higher Education 45:4, pages 847-861.
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Ruth L. Healey & Chantal Davies. (2019) Conceptions of ‘research’ and their gendered impact on research activity: a UK case study. Higher Education Research & Development 38:7, pages 1386-1400.
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Sharon Fraser. (2019) Understanding innovative teaching practice in higher education: a framework for reflection. Higher Education Research & Development 38:7, pages 1371-1385.
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Rita Tavares de Sousa, Amélia Lopes & Pete Boyd. (2019) Research: an insight on how it is valued by Portuguese and English teacher educators. Teaching Education 30:4, pages 393-414.
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Didi M. E. Griffioen. (2019) The influence of undergraduate students’ research attitudes on their intentions for research usage in their future professional practice. Innovations in Education and Teaching International 56:2, pages 162-172.
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Mohammad Amini Farsani & Esmat Babaii. (2019) EFL faculty members’ research engagement: voices from Iran. Research in Post-Compulsory Education 24:1, pages 37-59.
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Angela Brew, David Boud, Karin Crawford & Lisa Lucas. (2018) Navigating the demands of academic work to shape an academic job. Studies in Higher Education 43:12, pages 2294-2304.
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Catarina Figueira, Nicholas Theodorakopoulos & Giorgio Caselli. (2018) Unveiling faculty conceptions of academic risk taking: a phenomenographic study. Studies in Higher Education 43:8, pages 1307-1320.
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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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Andrew Loxley & Mark Kearns. (2018) Finding a purpose for the doctorate? A view from the supervisors. Studies in Higher Education 43:5, pages 826-840.
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Ben Daniel, Vijay Kumar & Noritah Omar. (2018) Postgraduate conception of research methodology: implications for learning and teaching. International Journal of Research & Method in Education 41:2, pages 220-236.
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Sefika Mertkan & Hatice Bayrakli. (2018) Re-inventing researcher identity: when the individual interacts with the contextual power dynamics. Higher Education Research & Development 37:2, pages 316-327.
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Eileen McEvoy, Ann MacPhail & Pilvikki Heikinaro-Johansson. (2018) Research lives of physical education teacher educators. Curriculum Studies in Health and Physical Education 9:1, pages 90-103.
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Masoud Rahimi, Nouroddin Yousoffi & Shahab Moradkhani. (2018) Research practice in higher education: Views of postgraduate students and university professors in English language teaching. Cogent Education 5:1.
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Gerlese Åkerlind & Lynn McAlpine. (2017) Supervising doctoral students: variation in purpose and pedagogy. Studies in Higher Education 42:9, pages 1686-1698.
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Lynette Browning, Kirrilly Thompson & Drew Dawson. (2017) From early career researcher to research leader: survival of the fittest?. Journal of Higher Education Policy and Management 39:4, pages 361-377.
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Aija Töytäri, Arja Piirainen, Päivi Tynjälä, Liisa Vanhanen-Nuutinen, Kimmo Mäki & Vesa Ilves. (2016) Higher education teachers’ descriptions of their own learning: a large-scale study of Finnish Universities of Applied Sciences. Higher Education Research & Development 35:6, pages 1284-1297.
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Malcolm Tight. (2016) Phenomenography: the development and application of an innovative research design in higher education research. International Journal of Social Research Methodology 19:3, pages 319-338.
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Brian Hemmings & Russell Kay. (2016) The relationship between research self-efficacy, research disposition and publication output. Educational Psychology 36:2, pages 347-361.
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Wendy Schouteden, An Verburgh & Jan Elen. (2016) Teachers' general and contextualised research conceptions. Studies in Higher Education 41:1, pages 79-94.
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John G. Sharp, Brian Hemmings, Russell Kay & Carol Callinan. (2015) When worlds collide: identity, culture and the lived experiences of research when ‘teaching-led’. Journal of Further and Higher Education 39:5, pages 612-644.
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Nancy L. Leech, Carolyn A. Haug, Deanna Iceman-Sands & Jennifer Moriarty. (2015) Change in classification level and the effects on research productivity and merit scores for faculty in a school of education. Studies in Higher Education 40:6, pages 1030-1045.
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Jennifer Sinclair, Robyn Barnacle & Denise Cuthbert. (2014) How the doctorate contributes to the formation of active researchers: what the research tells us. Studies in Higher Education 39:10, pages 1972-1986.
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Jennifer Sinclair, Denise Cuthbert & Robyn Barnacle. (2014) The entrepreneurial subjectivity of successful researchers. Higher Education Research & Development 33:5, pages 1007-1019.
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Jenni Stubb, Kirsi Pyhältö & Kirsti Lonka. (2014) Conceptions of research: the doctoral student experience in three domains. Studies in Higher Education 39:2, pages 251-264.
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Linda Evans. (2014) What is effective research leadership? A research-informed perspective. Higher Education Research & Development 33:1, pages 46-58.
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Vivienne Griffiths, Simon Thompson & Liz Hryniewicz. (2014) Landmarks in the professional and academic development of mid-career teacher educators. European Journal of Teacher Education 37:1, pages 74-90.
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John
G. Sharp, Brian Hemmings, Russell Kay & Carol Callinan. (2013) An application of the revised ‘Lecturer Self-Efficacy Questionnaire’: an evidence-based route for initiating transformational change. Journal of Further and Higher Education 37:5, pages 643-674.
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Fiona Edgar & Alan Geare. (2013) Factors influencing university research performance. Studies in Higher Education 38:5, pages 774-792.
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Brian Hemmings, Doug Hill & John Sharp. (2013) Research Experiences of Staff within a Specialist UK Higher Education Institution: Challenges, opportunities and priorities. Tertiary Education and Management 19:1, pages 52-67.
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Oili-Helena Ylijoki. (2013) Boundary-work between work and life in the high-speed university. Studies in Higher Education 38:2, pages 242-255.
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Christine Bruce & Ian Stoodley. (2013) Experiencing higher degree research supervision as teaching. Studies in Higher Education 38:2, pages 226-241.
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Li Bai, Peter Hudson, Jan Millwater & Megan Tones. (2013) Development of a survey instrument to measure TEFL academics’ perceptions about, individual and workplace characteristics for conducting research. International Journal of Research & Method in Education 36:1, pages 52-66.
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Vivienne Elizabeth & Barbara
M. Grant. (2013) ‘The spirit of research has changed’: reverberations from researcher identities in managerial times. Higher Education Research & Development 32:1, pages 122-135.
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Frances Kelly. (2012) Seekers after truth? Images of postgraduate research and researchers in the twenty-first century. Discourse: Studies in the Cultural Politics of Education 33:4, pages 517-528.
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Rowena Murray. (2012) Developing a community of research practice. British Educational Research Journal 38:5, pages 783-800.
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Jenni Stubb, Kirsi Pyhältö & Kirsti Lonka. (2012) The Experienced Meaning of Working with a PhD Thesis. Scandinavian Journal of Educational Research 56:4, pages 439-456.
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Li Bai, Jan Millwater & Peter Hudson. (2012) Chinese Teaching English as a Foreign Language (TEFL) academics' perceptions about research in a transitional culture. Journal of Higher Education Policy and Management 34:1, pages 91-102.
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Rowena Murray & Everarda Cunningham. (2011) Managing researcher development: ‘drastic transition’?. Studies in Higher Education 36:7, pages 831-845.
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Li Bai & Peter Hudson. (2011) Understanding Chinese TEFL academics’ capacity for research. Journal of Further and Higher Education 35:3, pages 391-407.
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Li Bai & Jan Millwater. (2011) Chinese TEFL academics’ perceptions about research: an institutional case study. Higher Education Research & Development 30:2, pages 233-246.
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Pat Bazeley. (2010) Conceptualising research performance. Studies in Higher Education 35:8, pages 889-903.
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Jennifer Harrison & Frankie McKeon. (2010) Perceptions of beginning teacher educators of their development in research and scholarship: identifying the ‘turning point’ experiences. Journal of Education for Teaching 36:1, pages 19-34.
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Keith Trigwell & Michael Prosser. (2009) Using phenomenography to understand the research-teaching nexus. Education as Change 13:2, pages 325-338.
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GerdaJ. Visser-Wijnveen, JanH. Van Driel, RoelandM. Van der Rijst, Nico Verloop & Anthonya Visser. (2009) The relationship between academics' conceptions of knowledge, research and teaching – a metaphor study. Teaching in Higher Education 14:6, pages 673-686.
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Christine Bruce, Ian Stoodley & Binh Pham. (2009) Doctoral students’ experience of information technology research. Studies in Higher Education 34:2, pages 203-221.
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Tuulikki Alanko, Teppo Kröger, Riku Nikander, Arja Piirainen & Pirjo Vuoskoski. Rehabilitees’ conceptions of participation after a six-month rehabilitation period: a phenomeno-graphic study. Physiotherapy Theory and Practice 0:0, pages 1-13.
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