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Roeland M. van der Rijst, Antonia M. Lamers & Wilfried F. Admiraal. (2022) Addressing student challenges in transnational education in Oman: the importance of student interaction with teaching staff and Peers. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Antonia M. Lamers-Reeuwijk, Wilfried F. Admiraal & Roeland M. van der Rijst. (2020) Expatriate academics and transnational teaching: the need for quality assurance and quality enhancement to go hand in hand. Higher Education Research & Development 39:4, pages 733-747.
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Antonia M. Lamers & Wilfried F. Admiraal. (2018) Moving out of their comfort zones: enhancing teaching practice in transnational education. International Journal for Academic Development 23:2, pages 110-122.
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Michael Haugh. (2016) Complaints and troubles talk about the English language skills of international students in Australian universities. Higher Education Research & Development 35:4, pages 727-740.
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Nicole Matthews, Jane Simon & Elaine Kelly. (2016) ‘Diagnosing’ academic literacy needs in higher education: deploying the ethical resources of disability studies to interrogate information sharing in educational transitions. Pedagogy, Culture & Society 24:3, pages 445-457.
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Margaret R. Rowntree, Carole Zufferey & Sue King. (2016) ‘I Don't Just Want to Do It for Myself’: Diverse Pespectives on Being Successful at University by Social Work Students Who Speak English as an Additional Language. Social Work Education 35:4, pages 387-401.
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Fiona J. Newton, Den-Ching A. Lee & Sara Brito. (2023) Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences. PLOS ONE 18:8, pages e0289871.
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Ikuya Aizawa & Heath Rose. (2020) High school to university transitional challenges in English medium instruction in Japan. System 95, pages 102390.
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Sara Calvo, Luciano Celini, Andrés Morales, José Manuel Guaita Martínez & Pedro Núñez-Cacho Utrilla. (2020) Academic Literacy and Student Diversity: Evaluating a Curriculum-Integrated Inclusive Practice Intervention in the United Kingdom. Sustainability 12:3, pages 1155.
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Thomas Roche & Michael Harrington. (2013) Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting. Language Testing in Asia 3:1.
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