Citations (16)
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Alison White. (2023) The Transition In framework: Supporting the transition of students into postgraduate taught study. Innovations in Education and Teaching International 0:0, pages 1-13.
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Ruth Matheson & Mark Sutcliffe. (2018) Belonging and transition: An exploration of International Business Students’ postgraduate experience. Innovations in Education and Teaching International 55:5, pages 602-610.
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Carl Evans, Tien Nguyen, Mark Richardson & Ian Scott. (2018) Managing the transition from undergraduate to taught postgraduate study: perceptions of international students studying in the UK. Research in Post-Compulsory Education 23:2, pages 249-265.
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Ben Fenton-Smith & Pamela Humphreys. (2017) Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model. Higher Education Research & Development 36:2, pages 280-296.
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Ruth Matheson & Mark Sutcliffe. (2017) Creating belonging and transformation through the adoption of flexible pedagogies in masters level international business management students. Teaching in Higher Education 22:1, pages 15-29.
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K. Elizabeth McDonald, Holly J. Hartwig Moorhead & Anita A. Neuer Colburn. (2015) Teaching Writing Skills to Counseling Students for Clinical Competence and Professional Advocacy. Journal of Counselor Leadership and Advocacy 2:1, pages 80-91.
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Nadine S. Bekkouche, Richard F. Schmid & Saul Carliner. (2021) “Simmering Pressure”: How Systemic Stress Impacts Graduate Student Mental Health. Performance Improvement Quarterly 34:4, pages 547-572.
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Huey T. Chen, Liliana Morosanu, Lanell M. Bellury, Jessica Teleaga & Abigail E. Hardin. (2021) Proactive Evaluation: The Program Stress Test. American Journal of Evaluation 42:2, pages 293-303.
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Kelly Macauley, Diane U. Jette, Tracy J. Brudvig, Janet Callahan & Pamela K. Levangie. (2021) Students' Perceptions of a New Doctor of Physical Therapy Curriculum Based on Constructivism and Cognitive Load Theories: A Qualitative Study. Journal of Physical Therapy Education 35:1, pages 27-37.
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Dai Hounsell. 2021. Online Postgraduate Education in a Postdigital World. Online Postgraduate Education in a Postdigital World
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Lynn McAlpine, Montserrat Castello & Kirsi Pyhaltö. (2020) What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education 80:6, pages 1011-1043.
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Simon Burrow, Hilary Mairs, Timothy Bradshaw & Helen Pusey. (2019) Navigating and negotiating: Social processes to describe and explain the student experience of undertaking part-time, taught study on a Master’s level degree course in dementia care. Dementia 19:7, pages 2399-2414.
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Huey T. Chen, Liliana Morosanu, Lanell M. Bellury & Laura Kimble. (2019) Multiwave Formative Evaluation of a Retention Program for Minority Nursing Students: Intended Effects, Unintended Consequences, and Remedial Actions. American Journal of Evaluation 41:1, pages 71-88.
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Simon Burrow, Hilary Mairs, Timothy Bradshaw, Helen Pusey & John Keady. (2020) Academic reawakening: Situated experiences of undertaking a post graduate masters course in dementia. Nurse Education in Practice 42, pages 102683.
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Matthew A. Sitch & Ruth G. Lowry. (2019) Social influence on students’ experiences of transition into postgraduate study. Sport & Exercise Psychology Review 15:1, pages 31-49.
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Sue Becker, Darren Johnson & Paul Britton. (2019) Mapping the challenges in making the transition to taught postgraduate study in psychology. Psychology Teaching Review 25:1, pages 12-21.
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