Citations (72)
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Rhoda von Below, Elliott Spaeth & Chiara Horlin. (2024) Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour. International Journal of Inclusive Education 28:6, pages 940-957.
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Anu Lainio. (2024) Independent learner as the ideal – normative representations of higher education students in film and television drama across Europe. Critical Studies in Education 65:1, pages 39-56.
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Jette Seiden Hyldegård & Hanne Nexø Jensen. (2023) The implied peer: thesis writers’ feedback activities and experiences in group supervision. Studies in Higher Education 48:11, pages 1754-1766.
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K. P. Günter, L. F. Bussière & R. Gromes. (2023) Dedicating, faking, and surviving: disclosing tensions in how three women university students negotiate collectively celebrated norms across European contexts. International Journal of Science Education 45:12, pages 1032-1052.
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Andrew Mearman & Ruth Payne. (2023) Reflections on welcome and induction: exploring the sources of students’ expectations and anticipations about university. Journal of Further and Higher Education 47:7, pages 980-993.
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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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J. P. Vulperhorst, J. E. Dams, R. M. van der Rijst & S. F. Akkerman. (2023) How students use the space provided by broad and specialised programmes to develop their interests in higher education. Studies in Higher Education 48:4, pages 551-566.
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Billy Wong, Jennifer DeWitt & Yuan-Li Tiffany Chiu. (2023) Mapping the eight dimensions of the ideal student in higher education. Educational Review 75:2, pages 153-171.
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Rachel Brooks, Achala Gupta, Sazana Jayadeva & Anu Lainio. (2023) Constructing ‘ideal’ students within contemporary higher education: editorial introduction. International Studies in Sociology of Education 32:1, pages 1-10.
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Trine Wulf-Andersen. (2023) ‘Climbing Mount Adversity’: students’ experiences of psychosocial problems in higher education. International Studies in Sociology of Education 32:1, pages 11-29.
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Billy Wong, Yuan-Li Tiffany Chiu, Órla Meadhbh Murray, Jo Horsburgh & Meggie Copsey-Blake. (2023) ‘Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher education. International Studies in Sociology of Education 32:1, pages 118-139.
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Andrea Fransiska Møller Gregersen & Katia Bill Nielsen. (2023) Not quite the ideal student: mature students’ experiences of higher education. International Studies in Sociology of Education 32:1, pages 76-95.
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Yuan-Li Tiffany Chiu, Billy Wong & Magda Charalambous. (2021) ‘It’s for others to judge’: what influences students’ construction of the ideal student?. Journal of Further and Higher Education 45:10, pages 1424-1437.
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Andrea Fransiska Møller Gregersen, Henriette Tolstrup Holmegaard & Lars Ulriksen. (2021) Transitioning into higher education: rituals and implied expectations. Journal of Further and Higher Education 45:10, pages 1356-1370.
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George Koutsouris, Anna Mountford-Zimdars & Kristi Dingwall. (2021) The ‘ideal’ higher education student: understanding the hidden curriculum to enable institutional change. Research in Post-Compulsory Education 26:2, pages 131-147.
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Kim Jesper Herrmann, Katrine Lindvig & Jesper Aagaard. (2021) Curating the use of digital media in higher education: a case study. Journal of Further and Higher Education 45:3, pages 389-400.
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Billy Wong & Yuan-Li Tiffany Chiu. (2021) Exploring the concept of ‘ideal’ university student. Studies in Higher Education 46:3, pages 497-508.
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Rie H. Malm, Lene M. Madsen & Anders M. Lundmark. (2020) Students’ negotiations of belonging in geoscience: experiences of faculty–student interactions when entering university. Journal of Geography in Higher Education 44:4, pages 532-549.
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Line Bruun Nicolaisen & Marianne Achiam. (2020) The implied visitor in a planetarium exhibition. Museum Management and Curatorship 35:2, pages 143-159.
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Katrine Lindvig. (2018) The implied PhD student of interdisciplinary research projects within monodisciplinary structures. Higher Education Research & Development 37:6, pages 1171-1185.
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Ian Kinchin, Anesa Hosein, Emma Medland, Simon Lygo-Baker, Steven Warburton, Darren Gash, Roger Rees, Colin Loughlin, Rick Woods, Shirley Price & Simon Usherwood. (2017) Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour. Journal of Further and Higher Education 41:2, pages 155-171.
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Dely Lazarte Elliot, Vivienne Baumfield, Kate Reid & Kara A. Makara. (2016) Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education 42:6, pages 733-748.
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Henriette Tolstrup Holmegaard, Lene Møller Madsen & Lars Ulriksen. (2016) Where is the engineering I applied for? A longitudinal study of students' transition into higher education engineering, and their considerations of staying or leaving. European Journal of Engineering Education 41:2, pages 154-171.
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C. Venuleo, P. Mossi & S. Salvatore. (2016) Educational subculture and dropping out in higher education: a longitudinal case study. Studies in Higher Education 41:2, pages 321-342.
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Kiara Rahman. (2013) Belonging and learning to belong in school: the implications of the hidden curriculum for indigenous students. Discourse: Studies in the Cultural Politics of Education 34:5, pages 660-672.
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Aikaterini Koskina. (2013) What does the student psychological contract mean? Evidence from a UK business school. Studies in Higher Education 38:7, pages 1020-1036.
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Jens Peter Thomsen. (2012) Exploring the heterogeneity of class in higher education: social and cultural differentiation in Danish university programmes. British Journal of Sociology of Education 33:4, pages 565-585.
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Adele Nye, Marnie Hughes-Warrington, Jill Roe, Penny Russell, Desley Deacon & Paul Kiem. (2011) Exploring historical thinking and agency with undergraduate history students. Studies in Higher Education 36:7, pages 763-780.
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Anne Shaw. Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes. Teaching in Higher Education 0:0, pages 1-22.
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Articles from other publishers (43)
Réka Tamássy, Zsuzsanna Géring, Gábor Király, Réka Plugor & Márton Rakovics. (2023) The portrayal of the role and agency of students and higher education institutions in highly ranked business school discourses. Journal of International Education in Business 17:1, pages 1-20.
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Diana Weiting Tan, Marion Rabuka, Tori Haar & Elizabeth Pellicano. (2023) ‘It’s a symbolic violence’: Autistic people’s experiences of discrimination at universities in Australia. Autism.
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Leonardo Colletti. (2023) A Philosophical Minimum for Physics Teachers?. The Physics Educator 05:03.
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Leonardo Colletti. (2023) An Inclusive Approach to Teaching Quantum Mechanics in Secondary School. Education Sciences 13:2, pages 168.
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Jenny-Margrethe Vej, Valeria Borsotti, Valkyrie Savage, Morten Engell-Nørregård & Pernille BjØRn. (2022) DOREEN: A Game of Provocations Creating New Ambitions for Equity in Computing through Intertextual Design. DOREEN: A Game of Provocations Creating New Ambitions for Equity in Computing through Intertextual Design.
Nina Haltia, Ulpukka Isopahkala-Bouret & Annukka Jauhiainen. (2021) The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences. European Educational Research Journal 21:3, pages 541-558.
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Jens-Peter Thomsen. (2021) The social class gap in bachelor’s and master’s completion: university dropout in times of educational expansion. Higher Education 83:5, pages 1021-1038.
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David Starr-Glass. 2022. Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments. Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
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Johanna Larsson & John Airey. (2021) On the periphery of university physics: trainee physics teachers’ experiences of learning undergraduate physics. European Journal of Physics 42:5, pages 055702.
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Sara Green, Hanne Andersen, Kristian Danielsen, Claus Emmeche, Christian Joas, Mikkel Willum Johansen, Caio Nagayoshi, Joeri Witteveen & Henrik Kragh Sørensen. (2021) Adapting practice-based philosophy of science to teaching of science students. European Journal for Philosophy of Science 11:3.
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MaryGrace Erickson, Michel A. Wattiaux, Danielle Marks & Elizabeth L. Karcher. (2021) Brief, Written Reflections Improve Interest of Introductory Animal Science Undergraduates. CBE—Life Sciences Education 20:2, pages ar28.
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Thomas Bjørneboe Berg, Marianne Achiam, Kristian Mandrup Poulsen, Lene Bech Sanderhoff & Anders P. Tøttrup. (2021) The Role and Value of Out-of-School Environments in Science Education for 21st Century Skills. Frontiers in Education 6.
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Lars Ulriksen & Christoffer Nejrup. (2020) Balancing Time – University Students’ Study Practices and Policy Perceptions of Time. Sociological Research Online 26:1, pages 166-184.
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David Starr-Glass. (2020) Significant learning experiences and implied students. On the Horizon 28:1, pages 55-62.
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