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Articles

The potential of research‐based learning for the creation of truly inclusive academic communities of practice

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Pages 115-125 | Published online: 18 May 2011

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Sue Cronshaw, Peter Stokes & Alistair McCulloch. (2022) Online communities of practice and doctoral study: working women with children resisting perpetual peripherality. Journal of Further and Higher Education 46:7, pages 959-971.
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Isabel Huet. (2018) Research-based education as a model to change the teaching and learning environment in STEM disciplines. European Journal of Engineering Education 43:5, pages 725-740.
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Nalita James & Irina Lokhtina. (2018) Feeling on the periphery? The challenge of supporting academic development and identity through communities of practice. Studies in the Education of Adults 50:1, pages 39-56.
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Peter Grainger, Michael Christie, Glyn Thomas, Shelley Dole, Deborah Heck, Margaret Marshman & Michael Carey. (2017) Improving the quality of assessment by using a community of practice to explore the optimal construction of assessment rubrics. Reflective Practice 18:3, pages 410-422.
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Tony Harland. (2016) Teaching to enhance research. Higher Education Research & Development 35:3, pages 461-472.
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Karima Kadi-Hanifi, Ozlem Dagman, John Peters, Ellen Snell, Caroline Tutton & Trevor Wright. (2014) Engaging students and staff with educational development through appreciative inquiry. Innovations in Education and Teaching International 51:6, pages 584-594.
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Elaine Doyle & Patrick Buckley. (2014) Research ethics in teaching and learning. Innovations in Education and Teaching International 51:2, pages 153-163.
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Joan Mwihaki Nyika & Fredrick Madaraka Mwema. 2021. Fostering Meaningful Learning Experiences Through Student Engagement. Fostering Meaningful Learning Experiences Through Student Engagement 159 174 .
Angela Brew & Lilia Mantai. 2020. International Perspectives on Undergraduate Research. International Perspectives on Undergraduate Research 39 56 .
Johanna Kiili & Johanna Moilanen. (2019) Participation as a methodological and ethical issue in child protection research. Journal of Children's Services ahead-of-print:ahead-of-print.
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Gabi Reinmann. 2019. Forschendes Lernen in der Studieneingangsphase. Forschendes Lernen in der Studieneingangsphase 149 177 .
Angela Brew, Lilia Mantai & Aprill Miles. 2019. Redefining Scientific Thinking for Higher Education. Redefining Scientific Thinking for Higher Education 233 253 .
Tamara Heck & Anna Heudorfer. (2018) Die Offenheit der wissenschaftlichen Ausbildung:. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 32, pages 72-95.
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Sanit Srikoon, Tassanee Bunterm, Teerachai Nethanomsak & Keow Ngang Tang. (2018) Effect of 5P model on academic achievement, creative thinking, and research characteristics. Kasetsart Journal of Social Sciences 39:3, pages 488-495.
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Elaine Doyle & Patrick Buckley. (2016) Embracing qualitative research: a visual model for nuanced research ethics oversight. Qualitative Research 17:1, pages 95-117.
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Roeland van der Rijst. 2017. Research-Based Learning: Case Studies from Maastricht University. Research-Based Learning: Case Studies from Maastricht University 3 22 .
Rachael-Anne Knight & Nicola Botting. (2016) Organising undergraduate research projects: student-led and academic-led models. Journal of Applied Research in Higher Education 8:4, pages 455-468.
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Sara Booth, Jeff Beckett & Cassandra Saunders. (2016) Peer review of assessment network: supporting comparability of standards. Quality Assurance in Education 24:2, pages 194-210.
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Christopher Luederitz, Moritz Meyer, David J. Abson, Fabienne Gralla, Daniel J. Lang, Anna-Lena Rau & Henrik von Wehrden. (2016) Systematic student-driven literature reviews in sustainability science – an effective way to merge research and teaching. Journal of Cleaner Production 119, pages 229-235.
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Pepukayi Chitakunye & Amandeep Takhar-Lail. (2015) Knowledge Production through Interdisciplinary Skills. Industry and Higher Education 29:2, pages 129-140.
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Paul Ashwin & Debbie McVitty. 2015. The European Higher Education Area. The European Higher Education Area 343 359 .

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