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Osman Z. Barnawi. (2023) EMI as a performative technology of acceleration in higher education contexts: academics and administrators’ perspectives. International Journal of Bilingual Education and Bilingualism 26:10, pages 1170-1182.
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Moira Hulme, Karen Meanwell & Hazel Bryan. (2023) Between a rock and a hard place: leading university teacher education in England. Journal of Further and Higher Education 47:10, pages 1375-1388.
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Michael Salmon. (2023) Drivers of the global push for microcredentials in higher education: flexibility and employability in contemporary university systems. Perspectives: Policy and Practice in Higher Education 27:4, pages 179-187.
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Andrew Deuchar & Radhika Gorur. (2023) A caring transformation of international education: possibilities, challenges and change. Higher Education Research & Development 42:5, pages 1197-1211.
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Sinead Marian D’Silva & Samantha Louise Pugh. (2023) The role of emotional geography in graduate transitions from higher education in England. Social & Cultural Geography 24:5, pages 814-830.
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Francisco Durán Del Fierro. (2023) On the possibility of a public regime in higher education: rethinking normative principles and policy frameworks. Critical Studies in Education 64:2, pages 151-167.
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Adi Sapir & Adi Banai. (2023) Balancing attendance and disclosure: identity work of students with invisible disabilities. Disability & Society 0:0, pages 1-21.
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L. C. Wilkinson & M. D. Wilkinson. (2023) Value for money and the commodification of higher education: front-line narratives. Teaching in Higher Education 28:2, pages 406-422.
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Raakel Plamper, Päivi Siivonen & Nina Haltia. (2023) Student-as-customer discourse as a challenge to equality in Finnish higher education – the case of non-fee-paying and fee-paying master’s degree students. International Studies in Sociology of Education 32:1, pages 140-160.
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Sarah Bowman, Josh Salter, Carol Stephenson & Darryl Humble. (2022) Metamodern sensibilities: toward a pedagogical framework for a wicked world. Teaching in Higher Education 0:0, pages 1-20.
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Erin R. Shannon. (2022) Protecting the perpetrator: value judgements in US and English university sexual violence cases. Gender and Education 34:8, pages 906-922.
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Lauren Stentiford & George Koutsouris. (2022) Critically considering the ‘inclusive curriculum’ in higher education. British Journal of Sociology of Education 43:8, pages 1250-1272.
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Sazana Jayadeva, Rachel Brooks & Predrag Lažetić. (2022) Paradise lost or created? How higher-education staff perceive the impact of policy on students. Journal of Education Policy 37:5, pages 819-837.
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Paul Gibbs, Aftab Dean & John Graeme McLean. (2022) Student Relational Bonding – the key to focusing on needs of the individual – a UK study. Journal of Marketing for Higher Education 0:0, pages 1-15.
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Michele Cano, Rowena Murray & Athanassios Kourouklis. (2022) Can lean management change the managerial culture in higher education?. Studies in Higher Education 47:4, pages 915-927.
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Michael Tomlinson & Richard Watermeyer. (2022) When masses meet markets: credentialism and commodification in twenty-first century Higher Education. Discourse: Studies in the Cultural Politics of Education 43:2, pages 173-187.
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Xiaotong Zhu & John G. Sharp. (2022) ‘Service quality’ and higher education: investigating Chinese international student and academic perspectives at a UK university. Journal of Further and Higher Education 46:1, pages 1-19.
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Lauren Stentiford & George Koutsouris. (2021) What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education 46:11, pages 2245-2261.
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Rille Raaper. (2021) Contemporary dynamics of student experience and belonging in higher education. Critical Studies in Education 62:5, pages 537-542.
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Eloise Symonds. (2021) The depersonalised consumer subjectivity and its effect on fostering meaningful relationships between undergraduates and academics in higher education. Critical Studies in Education 62:5, pages 624-640.
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Adi Sapir. (2021) The costs of ‘free listening’: negotiating the moral economy of the university. Critical Studies in Education 62:5, pages 592-607.
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Yasmin Y. Ortiga. (2021) Shifting employabilities: skilling migrants in the nation of emigration. Journal of Ethnic and Migration Studies 47:10, pages 2270-2287.
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Namrata Rao, Anesa Hosein & Rille Raaper. (2021) Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education 26:3, pages 454-470.
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Liam Phelan & Matt Lumb. (2021) Higher education for times of climate crisis – critical awareness, purpose and community. International Studies in Sociology of Education 30:1-2, pages 173-190.
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Catherine Wilkinson, Sergio A. Silverio & Samantha Wilkinson. (2021) The neoliberal university and the neurotic academic: A textual analysis of ITV drama Cheat. Journal of Further and Higher Education 45:2, pages 257-269.
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Vangelis Tsiligiris & Christopher Hill. (2021) A prospective model for aligning educational quality and student experience in international higher education. Studies in Higher Education 46:2, pages 228-244.
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Lisa Jones & Meg Maguire. (2021) Investing ourselves: the role of space and place in being a working-class female academic. Discourse: Studies in the Cultural Politics of Education 42:1, pages 45-59.
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Annabel Wilson, Diane Reay, Kirsty Morrin & Jessie Abrahams. (2021) ‘The still-moving position’ of the ‘working-class’ feminist academic: dealing with disloyalty, dislocation and discomfort. Discourse: Studies in the Cultural Politics of Education 42:1, pages 30-44.
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Michael Tomlinson, Jürgen Enders & Rajani Naidoo. (2020) The Teaching Excellence Framework: symbolic violence and the measured market in higher education. Critical Studies in Education 61:5, pages 627-642.
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Esther Muddiman. (2020) Degree subject and orientations to civic responsibility: a comparative study of Business and Sociology students. Critical Studies in Education 61:5, pages 577-593.
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Sarah Worton. (2020) The role of capital in the field of initial teacher education in England. British Journal of Sociology of Education 41:7, pages 1013-1028.
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John Edmonstone. (2020) A tale of two ethoses: neoliberalism and action learning. Action Learning: Research and Practice 17:3, pages 259-272.
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Jonas Thiel. (2020) Student feedback apparatuses in higher education: an agential realist analysis. Discourse: Studies in the Cultural Politics of Education 41:3, pages 471-483.
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Rille Raaper. (2020) Students’ unions and consumerist policy discourses in English higher education. Critical Studies in Education 61:2, pages 245-261.
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Heike Behle. (2020) Students’ and graduates’ employability. A framework to classify and measure employability gain. Policy Reviews in Higher Education 4:1, pages 105-130.
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Jemma Helen Oeppen Hill. (2020) Logos, ethos, pathos and the marketing of higher education. Journal of Marketing for Higher Education 30:1, pages 87-104.
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Kathy Luckett & Suellen Shay. (2020) Reframing the curriculum: a transformative approach. Critical Studies in Education 61:1, pages 50-65.
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Edward Thomas Hall, Daryl T. Cowan & Will Vickery. (2019) ‘You don't need a degree to get a coaching job’: investigating the employability of sports coaching degree students. Sport, Education and Society 24:8, pages 883-903.
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Brenda Spotton Visano. (2019) Defying the dominant discourse: why contesting neoliberalism needs critical pedagogy in economics education. Critical Studies in Education 60:3, pages 321-339.
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John Edmonstone. (2019) Beyond critical action learning?: Action learning’s place in the world. Action Learning: Research and Practice 16:2, pages 136-148.
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Kathy Luckett & Veeran Naicker. (2019) Responding to misrecognition from a (post)/colonial university. Critical Studies in Education 60:2, pages 187-204.
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Emile Bojesen & Judith Suissa. (2019) Minimal utopianism in the classroom. Educational Philosophy and Theory 51:3, pages 286-297.
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Rille Raaper. (2019) Students as consumers? A counter perspective from student assessment as a disciplinary technology. Teaching in Higher Education 24:1, pages 1-16.
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Julie Rattray. (2018) Affect and ipsative approaches as a counter to pedagogic frailty: the guardian of traditional models of student success. Higher Education Research & Development 37:7, pages 1489-1500.
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Karin Tusting. (2018) The genre regime of research evaluation: contradictory systems of value around academics’ writing. Language and Education 32:6, pages 477-493.
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Alan Bainbridge, Anastasios Gaitanidis & Elizabeth Chapman Hoult. (2018) When learning becomes a fetish: the pledge, turn and prestige of magic tricks. Pedagogy, Culture & Society 26:3, pages 345-361.
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Elizabeth Nixon, Richard Scullion & Robert Hearn. (2018) Her majesty the student: marketised higher education and the narcissistic (dis)satisfactions of the student-consumer. Studies in Higher Education 43:6, pages 927-943.
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Rille Raaper. (2018) ‘Peacekeepers’ and ‘machine factories’: tracing Graduate Teaching Assistant subjectivity in a neoliberalised university. British Journal of Sociology of Education 39:4, pages 421-435.
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Sharon Stein. (2018) National exceptionalism in the ‘EduCanada’ brand: unpacking the ethics of internationalization marketing in Canada. Discourse: Studies in the Cultural Politics of Education 39:3, pages 461-477.
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Sylvie Lomer, Vassiliki Papatsiba & Rajani Naidoo. (2018) Constructing a national higher education brand for the UK: positional competition and promised capitals. Studies in Higher Education 43:1, pages 134-153.
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Angela A. Daddow & Britta Schneider. (2017) Teaching social work students against the grain: negotiating the constraints and possibilities. Higher Education Research & Development 36:7, pages 1369-1382.
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Rille Raaper. (2017) Tracing assessment policy discourses in neoliberalised higher education settings. Journal of Education Policy 32:3, pages 322-339.
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Angela Daddow. (2017) Diverse students and literacy in social work education: pedagogies for a new tertiary landscape. Social Work Education 36:3, pages 323-338.
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James Ma. (2017) Semiotising the student perception of learning outcomes in British higher education. Social Semiotics 27:2, pages 227-242.
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Miguel Antonio Lim & Jakob Williams Øerberg. (2017) Active instruments: on the use of university rankings in developing national systems of higher education. Policy Reviews in Higher Education 1:1, pages 91-108.
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Osman Z. Barnawi. (2016) Dialogic investigations of teacher–supervisor relations in the TESOL landscape. Cogent Education 3:1.
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Phan Le Ha & Osman Z. Barnawi. (2015) Where English, neoliberalism, desire and internationalization are alive and kicking: higher education in Saudi Arabia today. Language and Education 29:6, pages 545-565.
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Ian Crawford & Zhiqi Wang. (2015) The effect of work placements on the academic performance of Chinese students in UK higher education. Teaching in Higher Education 20:6, pages 569-586.
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