Citations (38)
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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 0:0, pages 1-13.
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Lisa Hodge & Jason Murphy. (2023) Write on! Cultivating social capital in a writing group for doctoral education and beyond. Educational Review 0:0, pages 1-17.
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Anne Line Wittek, Thomas de Lange & Marit Kirkevold. (2023) Supervisors supporting supervisors in the context of higher education. Scandinavian Journal of Educational Research 0:0, pages 1-19.
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Alaster Scott Douglas. (2023) Engaging doctoral students in networking opportunities: a relational approach to doctoral study. Teaching in Higher Education 28:2, pages 322-338.
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Susan Geertshuis, Rob Wass & Qian Liu. (2022) Equipping graduates with future-ready capabilities: an application of learning theories to higher education. Teaching in Higher Education 0:0, pages 1-20.
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Kim Beasy, Joseph Crawford, Sarah Young & Jo Kelder. (2022) A quantitative study on Australian doctoral students’ perceptions of employability preparedness: how gender and age matter. Journal of Further and Higher Education 46:8, pages 1092-1106.
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Amrita Kaur, Vijay Kumar & Mohammad Noman. (2022) Partnering with doctoral students in research supervision: opportunities and challenges. Higher Education Research & Development 41:3, pages 789-803.
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Joanna Joseph Jeyaraj, Wei Keong Too & Eni Ermawati Lasito. (2022) A framework for supporting postgraduate research writing: insights from students’ writing experiences. Higher Education Research & Development 41:2, pages 405-419.
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Shulin Yu & Lianjiang Jiang. (2022) Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education 44:1, pages 87-104.
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Kim Brown. (2021) Cultivating a ‘collegial turn’ in doctoral education. Teaching in Higher Education 26:6, pages 759-775.
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Tshilidzi Netshitangani & Petunia R Machaisa. (2021) Supervision experiences of postgraduate students at an ODL institution in South Africa. Cogent Social Sciences 7:1.
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Yiran Zhang, Shulin Yu & Kaihao Yuan. (2020) Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies. Teaching in Higher Education 25:2, pages 126-140.
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Diane L. Lorenzetti, Leah Shipton, Lorelli Nowell, Michele Jacobsen, Liza Lorenzetti, Tracey Clancy & Elizabeth Oddone Paolucci. (2019) A systematic review of graduate student peer mentorship in academia. Mentoring & Tutoring: Partnership in Learning 27:5, pages 549-576.
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Lynn Clouder, Jacqueline Cawston, Katherine Wimpenny, Ahmed Khalifa Aly Mehanna, Youcef Hdouch, Iman Raissouni & Karima Selmaoui. (2019) The role of assistive technology in renegotiating the inclusion of students with disabilities in higher education in North Africa. Studies in Higher Education 44:8, pages 1344-1357.
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Murad Abdu Saeed & Kamila Ghazali. (2019) Engaging postgraduates in a peer research group at the research proposal stage in a Malaysian university: support and challenges. Teaching in Higher Education 24:2, pages 180-196.
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Barbara Kensington-Miller, Bernadette Knewstubb, Alys Longley & Amanda Gilbert. (2018) From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes. Higher Education Research & Development 37:7, pages 1439-1453.
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Vijay Kumar & Claire Aitchison. (2018) Peer facilitated writing groups: a programmatic approach to doctoral student writing. Teaching in Higher Education 23:3, pages 360-373.
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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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Basil Khalifa Costas Derek Cahusac de Caux, Cho Kwong Charlie Lam, Ricky Lau, Cuong Huu Hoang & Lynette Pretorius. (2017) Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice. Reflective Practice 18:4, pages 463-473.
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Susan Carter & Vijay Kumar. (2017) ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International 54:1, pages 68-75.
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Baohua Yu & Ewan Wright. (2016) Socio-cultural adaptation, academic adaptation and satisfaction of international higher degree research students in Australia. Tertiary Education and Management 22:1, pages 49-64.
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Articles from other publishers (17)
Sohail Ahmad, Aisha Naz Ansari, Saman Khawaja & Sadia Muzaffar Bhutta. (2023) Research café: an informal learning space to promote research learning experiences of graduate students in a private university of Pakistan. Studies in Graduate and Postdoctoral Education 14:3, pages 381-398.
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Kathryn Jane Aston. (2023) ‘Why is this hard, to have critical thinking?’ Exploring the factors affecting critical thinking with international higher education students. Active Learning in Higher Education, pages 146978742311683.
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Kelum A. A. Gamage, Kerlin Jeyachandran, Shyama C. P. Dehideniya, Chris G. Lambert & Allan E. W. Rennie. (2023) Online and Hybrid Teaching Effects on Graduate Attributes: Opportunity or Cause for Concern?. Education Sciences 13:2, pages 221.
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Natália de Paula Kanno, Marina Peduzzi, Ana Claudia Camargo Gonçalves Germani, Patrícia Coelho De Soárez & Andréa Tenório Correia da Silva. (2023) A colaboração interprofissional na atenção primária à saúde na perspectiva da ciência da implementação. Cadernos de Saúde Pública 39:10.
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Natália de Paula Kanno, Marina Peduzzi, Ana Claudia Camargo Gonçalves Germani, Patrícia Coelho De Soárez & Andréa Tenório Correia da Silva. (2023) Interprofessional collaboration in primary health care from the perspective of implementation science. Cadernos de Saúde Pública 39:10.
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K. Davis, L. Tan, J. Miller & M. Israel. (2021) Seeking Approval: International Higher Education Students’ Experiences of Applying for Human Research Ethics Clearance in Australia. Journal of Academic Ethics 20:3, pages 421-436.
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Mikyoung Lee, Hyun Mi Na, Bora Kim, Su Yeon Kim, Jein Park & Ja Yun Choi. (2021) Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students. Nurse Education in Practice 52, pages 103003.
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