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Julia Coffey, Penny Jane Burke, Stephanie Hardacre, Jean Parker, Felicity Coccuzoli & Julia Shaw. (2023) Students as victim-survivors: the enduring impacts of gender-based violence for students in higher education. Gender and Education 35:6-7, pages 623-637.
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Joshua Spier & Kristin Natalier. (2023) Reasonable adjustments? Disabled research higher degree students’ strategies for managing their candidature in an Australian university. Disability & Society 38:8, pages 1365-1386.
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Oliver Vettori. (2023) No time for improvement? The chronopolitics of quality assurance. Quality in Higher Education 29:3, pages 407-420.
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Irina Baydarova. (2023) The impact of neoliberal education on the alignment of student–supervisor expectations in Malaysia. Higher Education Research & Development 42:3, pages 544-558.
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Samira Alirezabeigi, Jan Masschelein & Mathias Decuypere. (2023) The timescape of school tasks: towards algorhythmic patterns of on-screen tasks. Critical Studies in Education 64:2, pages 101-117.
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Sioux McKenna & Susan van Schalkwyk. (2023) A scoping review of the changing landscape of doctoral education. Compare: A Journal of Comparative and International Education 0:0, pages 1-18.
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Catherine Manathunga, Michael Singh, Jing Qi & Tracey Bunda. (2023) Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education. Discourse: Studies in the Cultural Politics of Education 44:1, pages 121-132.
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Katrina McChesney. (2022) A rationale for trauma-informed postgraduate supervision. Teaching in Higher Education 0:0, pages 1-23.
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Alaster Scott Douglas. (2022) Dimensions of fit for doctoral candidates: supporting an academic identity. Research Papers in Education 37:6, pages 954-974.
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Adam Rajčan & Edgar A. Burns. (2022) Research productivity during PhD enrolment for New Zealand sociology 2010–19: latest decade output patterns by gender and university. Kōtuitui: New Zealand Journal of Social Sciences Online 17:4, pages 499-517.
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Emma Waight. (2022) Doctoral writing as an assemblage in space and time. Journal of Further and Higher Education 46:5, pages 605-619.
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Linlin Xu. (2022) Chinese international doctoral students’ perceptions of publishing: a time–space perspective. Teaching in Higher Education 0:0, pages 1-18.
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Jenna Mittelmeier & Ying Yang. (2022) The role of internationalisation in 40 years of higher education research: major themes from Higher Education Research & Development (1982–2020). Higher Education Research & Development 41:1, pages 75-91.
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Riyad A. Shahjahan & Naseeb K. Bhangal. (2022) What is in the observer? From thinking to being ‘public’ ‘outcomes’ of higher education. Globalisation, Societies and Education 20:1, pages 72-80.
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Susanne Gannon & Carol A. Taylor. (2021) Academic temporalities: apprehending micro-worlds of academic work through a photo-serial methodology. Higher Education Research & Development 40:6, pages 1161-1175.
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Karen Gravett & Naomi E. Winstone. (2021) Storying students’ becomings into and through higher education. Studies in Higher Education 46:8, pages 1578-1589.
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Karen Gravett. (2021) Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education. Teaching in Higher Education 26:3, pages 293-305.
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Sandris Zeivots. (2021) Outsiderness and socialisation bump: first year perspectives of international university research students. Asia Pacific Journal of Education 41:2, pages 385-398.
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Patric Wallin. (2020) Student perspectives on co-creating timescapes in interdisciplinary projects. Teaching in Higher Education 25:6, pages 766-781.
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Agnes Bosanquet, Lilia Mantai & Vanessa Fredericks. (2020) Deferred time in the neoliberal university: experiences of doctoral candidates and early career academics. Teaching in Higher Education 25:6, pages 736-749.
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Articles from other publishers (12)
Hatice Nuriler & Søren S.E. Bengtsen. (2023) The entangled becoming in humanities doctoral education. Studies in Graduate and Postdoctoral Education.
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Siman Cai & Zhilan Fang. (2023) Grafted transnationalism: Rhythmic routines and disruptions of stay‐at‐home international students. Population, Space and Place.
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Xiujuan Sun. (2023) Characterising multiple trajectories towards the reflexive PhD project within a neoliberalist landscape. Higher Education.
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Kathryn Roulston & Amy E. Stich. (2022) Preparing Future Scholars in Repressive Times. Qualitative Inquiry 29:3-4, pages 446-455.
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Kelsey Inouye & Søren Bengtsen. 2023. Student Agency and Self-Formation in Higher Education. Student Agency and Self-Formation in Higher Education
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Congcong Xing, Guanglun Michael Mu & Deborah Henderson. (2021) Submission or subversion: survival and resilience of Chinese international research students in neoliberalised Australian universities. Higher Education 84:2, pages 435-450.
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Deborah L. Mulligan, Naomi Ryan & Patrick Alan Danaher. 2022. Deconstructing Doctoral Discourses. Deconstructing Doctoral Discourses
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Anwar AhmedAnwar Ahmed. 2022. Exploring Silences in the Field of Computer Assisted Language Learning. Exploring Silences in the Field of Computer Assisted Language Learning
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Karen Gravett, Ian Kinchin & Naomi Winstone. 2022. Landscapes and Narratives of PhD by Publication. Landscapes and Narratives of PhD by Publication
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Søren S. E. Bengtsen, Laura Louise Sarauw & Ourania Filippakou. 2021. The University Becoming. The University Becoming
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Søren S. E. Bengtsen. 2021. The PhD at the End of the World. The PhD at the End of the World
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Muhammad Saud, Rachmah Ida, Ansar Abbas, Asia Ashfaq & Araz Ramazan Ahmad. (2020) The Social Media and Digitalization of Political Participation in Youths: An Indonesian Perspective. Society 8:1, pages 83-93.
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