Citations (39)
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Rita Hordósy. (2023) ‘I’ve changed in every possible way someone could change’ – transformative university transitions. Research Papers in Education 38:2, pages 187-207.
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Jack Bullock & Gareth Henry. (2023) Quality, community and access: an examination of student decision-making to study undergraduate degrees in two further education colleges. Journal of Further and Higher Education 47:2, pages 280-296.
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Yannick Griep. (2022) Capturing the process of academic commitment: a taxonomy and test of post-secondary student academic commitment trajectories. Higher Education Research & Development 41:6, pages 1900-1915.
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Laurent Cosnefroy. (2022) From disorganised study methods to disorganisation: new perspectives on a neglected study strategy. Journal of Further and Higher Education 46:4, pages 535-547.
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Sue Timmis & Bernardita Muñoz-Chereau. (2022) Under-represented students’ university trajectories: building alternative identities and forms of capital through digital improvisations. Teaching in Higher Education 27:1, pages 1-17.
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Heike Schütze, Jenna Bartyn & Amy Tapsell. (2021) Increasing self-efficacy to improve the transition to university: an Australian case study. Journal of Further and Higher Education 45:6, pages 845-856.
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Emmanuel M. Mgqwashu, Sue Timmis, Thea de Wet & Nkosinathi Emmanuel Madondo. (2020) Transitions from rural contexts to and through higher education in South Africa: negotiating misrecognition. Compare: A Journal of Comparative and International Education 50:7, pages 943-960.
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Claudia A. Rivera Munoz, Chi Baik & Jason M. Lodge. (2020) Teacher and student interactions in the first year of university. Journal of Further and Higher Education 44:8, pages 1130-1142.
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Sanne G. A. van Herpen, Marieke Meeuwisse, W. H. Adriaan Hofman & Sabine E. Severiens. (2020) A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance. Studies in Higher Education 45:4, pages 862-877.
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Tom Clark & Rita Hordosy. (2019) Undergraduate experiences of the research/teaching nexus across the whole student lifecycle. Teaching in Higher Education 24:3, pages 412-427.
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Chi Baik, Ryan Naylor, Sophie Arkoudis & Anna Dabrowski. (2019) Examining the experiences of first-year students with low tertiary admission scores in Australian universities. Studies in Higher Education 44:3, pages 526-538.
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Kate le Roux. (2019) Navigating the discursive tensions of the public university: the case of a South African student. Teaching in Higher Education 24:2, pages 231-247.
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Mary Ryan, Terri Bourke, Jo Lunn Brownlee, Leonie Rowan, Sue Walker & Peter Churchward. (2019) Seeking a reflexive space for teaching to and about diversity: emergent properties of enablement and constraint for teacher educators. Teachers and Teaching 25:2, pages 259-273.
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Steven Jones. (2018) Expectation vs experience: might transition gaps predict undergraduate students’ outcome gaps?. Journal of Further and Higher Education 42:7, pages 908-921.
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Tracy Barber & Clare Netherton. (2018) Transitioning between vocational and university education in Australia: the impact of the vocational education experience on becoming a university student. Journal of Vocational Education & Training 70:4, pages 600-618.
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John G. Fox & Pauline O’Maley. (2018) Adorno in the classroom: how contesting the influence of late capitalism enables the integrated teaching of academic literacies and critical analysis and the development of a flourishing learning community. Studies in Higher Education 43:9, pages 1597-1611.
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Malgorzata Erikson, Martin G. Erikson & Elisabeth Punzi. (2018) A single-question qualitative bachelor’s programme evaluation. Assessment & Evaluation in Higher Education 43:6, pages 969-978.
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Mark Mallman & Helen Lee. (2017) Isolated learners: young mature-age students, university culture, and desire for academic sociality. International Journal of Lifelong Education 36:5, pages 512-525.
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Lyn Tett, Viviene E. Cree, Eve Mullins & Hazel Christie. (2017) Narratives of care amongst undergraduate students. Pastoral Care in Education 35:3, pages 166-178.
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Malgorzata Erikson, Martin G. Erikson & Elisabeth Punzi. (2016) Student responses to a reflexive course evaluation. Reflective Practice 17:6, pages 663-675.
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Mary Ryan & Mary-Ann Carmichael. (2016) Shaping (reflexive) professional identities across an undergraduate degree programme: a longitudinal case study. Teaching in Higher Education 21:2, pages 151-165.
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Articles from other publishers (18)
Catarina Doutor & Natália Alves. (2024) 'I feel different…'. European Journal for Research on the Education and Learning of Adults 15:1, pages 47-62.
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Sophie Labossière, Sophie Couture, Catherine Laurier, Annie Lemieux & Véronique Boudreault. (2023) The progression and mechanisms of mental illness symptoms in university student‐athletes during the COVID‐19 pandemic. Stress and Health.
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Derek J. Robertson & Tom Cunningham. (2023) The Lived Experiences of Transition from College to University in Scotland: A Qualitative Research Synthesis. International Journal of Educational and Life Transitions 2:1.
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Christopher James McLaughlin & Elizabeth Sillence. (2018) Buffering against academic loneliness: The benefits of social media-based peer support during postgraduate study. Active Learning in Higher Education 24:1, pages 63-76.
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Véronique Boudreault, Sophie Labossière, Véronique Gauthier, Sophie Brassard, Sophie Couture, Frédérick Dionne, Catherine Laurier & Natalie Durand-Bush. (2022) Symptoms of mental illness among university student-athletes during the second wave of the COVID-19 pandemic lockdown in Canada. Frontiers in Sports and Active Living 4.
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Virginia Deborah Elaine Welter, Lukas Bernhard Becker & Jörg Großschedl. (2022) Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning. Education Sciences 12:5, pages 325.
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Clara L. Meaders, Michelle K. Smith, Timothy Boester, Anne Bracy, Brian A. Couch, Abby G. Drake, Saima Farooq, Bashir Khoda, Cynthia Kinsland, A. Kelly Lane, Sarah E. Lindahl, William H. Livingston, Ayesha Maliwal Bundy, Amber McCormick, Anya I Morozov, Jennifer L. Newell-Caito, Katharine J. Ruskin, Mark A. Sarvary, Marilyne Stains, Justin R. St. Juliana, Stephanie R. Thomas, Cindy van Es, Erin L. Vinson, Maren N. Vitousek & Mackenzie R. Stetzer. (2021) What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?. Frontiers in Education 6.
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Stéphane Farenga. 2020. Theory and Method in Higher Education Research. Theory and Method in Higher Education Research
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Milla Räisänen, Liisa Postareff, Markus Mattsson & Sari Lindblom-Ylänne. (2018) Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support. Active Learning in Higher Education 21:3, pages 173-188.
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Christina Haas & Andreas Hadjar. (2019) Students’ trajectories through higher education: a review of quantitative research. Higher Education 79:6, pages 1099-1118.
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Mary Ryan & Georgina Barton. (2019) Literacy teachers as reflexive agents? Enablers and constraints. The Australian Educational Researcher 47:2, pages 219-238.
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Sally Baker, Evonne Irwin, Mary Taiwo, Sonal Singh, Shelley Gower & Jaya Dantas. (2018) Methodological diversity as an asset for transition‐focused higher education research with students from refugee backgrounds. Review of Education 7:1, pages 5-32.
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Naomi E. Winstone & Julie A. Hulme. 2019. Engaging Student Voices in Higher Education. Engaging Student Voices in Higher Education
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Alexis Alamel. (2018) L’émergence des géographies étudiantes : une littérature anglophone substantielle, une recherche francophone à bâtirThe emergence of Anglophone publications on student geographies: an invitation to further research. Belgeo:1.
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Alexandra M. Araújo. (2017) Sucesso no Ensino Superior: Uma revisão e conceptualização || Success in Higher Education: A review and conceptualization. Revista de Estudios e Investigación en Psicología y Educación 4:2, pages 132-141.
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Paul Ashwin, Andrea Abbas & Monica McLean. (2016) Conceptualising transformative undergraduate experiences: A phenomenographic exploration of students’ personal projects. British Educational Research Journal 42:6, pages 962-977.
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Sebastian Dziallas & Sally Fincher. (2016) Aspects of Graduateness in Computing Students' Narratives. Aspects of Graduateness in Computing Students' Narratives.