A voyage around the ideological islands of higher education research

References

• Acton, R., Salter, P., Lenoy, M., & Stevenson, R. (2017). Conversations on cultural sustainability: Stimuli for embedding indigenous knowledges and ways of being into the curriculum. Higher Education Research & Development, 36(7), 1311–1325. https://doi.org/https://doi.org/10.1080/07294360.2017.1325852
   Web of Science ®Google Scholar
• Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development, 24(1), 5–20. https://doi.org/https://doi.org/10.1080/0729436052000318541
   Google Scholar
• Ai, B. (2017). Constructing an academic identity in Australia: An autoethnographic narrative. Higher Education Research & Development, 36(6), 1095–1107. https://doi.org/https://doi.org/10.1080/07294360.2017.1303459
   Web of Science ®Google Scholar
• Barnacle, R., & Dall’Alba, G. (2017). Committed to learn: Student engagement and care in higher education. Higher Education Research & Development, 36(7), 1326–1338. https://doi.org/https://doi.org/10.1080/07294360.2017.1326879
   Web of Science ®Google Scholar
• Bazeley, P. (1994). From vocational college to new university: The research profile and development needs of academic staff in a period of transition. Higher Education Research & Development, 13(2), 121–132. https://doi.org/https://doi.org/10.1080/0729436940130203
   Google Scholar
• Billot, J. (2010). The imagined and the real: Imagining the tensions for academic identity. Higher Education Research & Development, 29(6), 709–721. https://doi.org/https://doi.org/10.1080/07294360.2010.487201
   Web of Science ®Google Scholar
• Burns, R. B. (1991). Study and stress among first year overseas students in an Australian university. Higher Education Research & Development, 10(1), 61–77. https://doi.org/https://doi.org/10.1080/0729436910100106
   Google Scholar
• Cenamor, J. (2021). To teach or not to teach? Junior academics and the teaching-research relationship. Higher Education Research & Development, https://doi.org/https://doi.org/10.1080/07294360.2021.1933395
   Google Scholar
• Cheng, M. (2012). Accountability and professionalism: A contradiction in terms? Higher Education Research & Development, 31(6), 785–795. https://doi.org/https://doi.org/10.1080/07294360.2011.653960
   Web of Science ®Google Scholar
• Coombe, L., Lee, V., & Robinson, P. (2017). Integration models for indigenous public health curricula. Higher Education Research & Development, 36(4), 645–659. https://doi.org/https://doi.org/10.1080/07294360.2016.1229269
   Web of Science ®Google Scholar
• Daenekindt, S., & Huisman, J. (2020). Mapping the scattered field of research on higher education. A correlated topic model of 17,000 articles, 1991–2018. Higher Education, 80(3), 571–587. https://doi.org/https://doi.org/10.1007/s10734-020-00500-x
   Web of Science ®Google Scholar
• Dawson, P., Charman, K., & Kilpatrick, S. (2013). The new higher education reality: What is an appropriate model to address the widening participation agenda? Higher Education Research & Development, 32(5), 706–721. https://doi.org/https://doi.org/10.1080/07294360.2013.776520
   Web of Science ®Google Scholar
• de Oliveira Andreotti, V., Stein, S., Pashby, K., & Nicolson, M. (2016). Social cartographies as performative devices in research on higher education. Higher Education Research and Development, 35(1), 84–99. https://doi.org/https://doi.org/10.1080/07294360.2015.1125857
   Web of Science ®Google Scholar
• Dobele, A. R., Rundle-Thiele, S., & Kopanidis, F. (2014). The cracked glass ceiling: Equal work but unequal status. Higher Education Research & Development, 33(3), 456–468. https://doi.org/https://doi.org/10.1080/07294360.2013.841654
   Web of Science ®Google Scholar
• Gardiner, M., Tiggemann, M., Kearns, H., & Marshall, K. (2007). Show me the money! An empirical analysis of mentoring outcomes for women in academia. Higher Education Research & Development, 26(4), 425–442. https://doi.org/https://doi.org/10.1080/07294360701658633
   Google Scholar
• Green, W., Hammer, S., & Star, C. (2009). Facing up to the challenge: Why is it so hard to develop graduate attributes? Higher Education Research & Development, 28(1), 17–28. https://doi.org/https://doi.org/10.1080/07294360802444339
   Web of Science ®Google Scholar
• Hall, M., Naepi, S., & Page, S. (2021). Ō tātou reo, Na domoda, Kuruwilang birad: Indigenous voices in higher education. Higher Education Research & Development, 40(1), 1–4. https://doi.org/https://doi.org/10.1080/07294360.2021.1857640
   Web of Science ®Google Scholar
• Henkel, M. (2007). Can autonomy survive in the knowledge society? A perspective from Britain. Higher Education Research & Development, 26(1), 87–99. https://doi.org/https://doi.org/10.1080/07294360601166836
   Google Scholar
• Horta, H., & Jung, J. (2014). Higher education research in Asia: An archipelago, two continents or merely atomization? Higher Education, 68(1), 117–134. https://doi.org/https://doi.org/10.1007/s10734-013-9695-8
   Web of Science ®Google Scholar
• Hubbard, R. (1994). Addressing the language and cultural problems of overseas students in the context of mathematics classes. Higher Education Research & Development, 13(2), 133–142. https://doi.org/https://doi.org/10.1080/0729436940130204
   Google Scholar
• Keef, S. P. (1992). Pass rates in the first year of university study: The effect of gender and faculty. Higher Education Research & Development, 11(1), 39–44. https://doi.org/https://doi.org/10.1080/0729436920110104
   Google Scholar
• King, V., Garcia-Perez, A., Graham, R., Jones, C., Tickle, A., & Wilson, L. (2014). Collaborative reflections on using island maps to express new lecturers’ academic identity. Reflective Practice, 15(2), 252–267. https://doi.org/https://doi.org/10.1080/14623943.2014.883311
   Google Scholar
• Komljenovic, J., & Robertson, S. L. (2016). The dynamics of ‘market-making’in higher education. Journal of Education Policy, 31(5), 622–636. https://doi.org/https://doi.org/10.1080/02680939.2016.1157732
   Web of Science ®Google Scholar
• Land, R. (2001). Agency, context and change in academic development. International Journal for Academic Development, 6(1), 4–20. https://doi.org/https://doi.org/10.1080/13601440110033715
   Google Scholar
• Leveson, L., McNeil, N., & Joiner, T. (2013). Persist or withdraw: The importance of external factors in students’ departure intentions. Higher Education Research & Development, 32(6), 932–945. https://doi.org/https://doi.org/10.1080/07294360.2013.806442
   Web of Science ®Google Scholar
• Macfarlane, B. (2012). The higher education research archipelago. Higher Education Research & Development, 31(1), 129–131. https://doi.org/https://doi.org/10.1080/07294360.2012.642846
   Web of Science ®Google Scholar
• McGrail, M. R., Rickard, C. M., & Jones, R. (2006). Publish or perish: A systematic review of interventions to increase academic publication rates. Higher Education Research & Development, 25(1), 19–35. https://doi.org/https://doi.org/10.1080/07294360500453053
   Google Scholar
• Palmer, S., Holt, D., & Challis, D. (2011). Strategic leadership of teaching and learning centres from reality to ideal. Higher Education Research & Development, 30(6), 807–821. https://doi.org/https://doi.org/10.1080/07294360.2010.539600
   Web of Science ®Google Scholar
• Papoutsaki, E., & Rooney, D. (2006). Colonial legacies and neo-colonial practices in Papua New Guinean higher education. Higher Education Research & Development, 25(4), 421–433. https://doi.org/https://doi.org/10.1080/07294360600947434
   Google Scholar
• Powell, J. (1982). Editorial. Higher Education Research & Development, 1(1), 1–3. https://doi.org/https://doi.org/10.1080/0729436820010101
   Google Scholar
• Radmehr, F., Laban, H. L. W., Overton, J., & Bakker, L. (2019). Student perceptions of effective lecturers: The need to recognise the role of ethnicity and choice of discipline. Higher Education Research & Development, 39(2), 302–317. https://doi.org/https://doi.org/10.1080/07294360.2019.1674789
   Web of Science ®Google Scholar
• Schulz, J. (2013). The impact of role conflict, role ambiguity and organizational climate on the job satisfaction of academic staff in research-intensive universities in the UK. Higher Education Research & Development, 32(3), 464–478. https://doi.org/https://doi.org/10.1080/07294360.2012.680209
   Web of Science ®Google Scholar
• Spiller, D. (2010). Language and academic leadership: Exploring and evaluating the narratives. Higher Education Research & Development, 29(6), 679–692. https://doi.org/https://doi.org/10.1080/07294360.2010.501072
   Web of Science ®Google Scholar
• Tytherleigh, M. Y., Webb, C., Cooper, C. L., & Ricketts, C. (2005). Occupational stress in UK higher education institutions: A comparative study of all staff categories. Higher Education Research & Development, 24(1), 41–61. https://doi.org/https://doi.org/10.1080/0729436052000318569
   Google Scholar
• Waitere, H. J., Wright, J., Tremaine, M., Brown, S., & Pausé, C. J. (2011). Choosing whether to resist or reinforce the new managerialism: The impact of performance-based research funding on academic identity. Higher Education Research & Development, 30(3), 205–217. https://doi.org/https://doi.org/10.1080/07294360.2010.509760
   Google Scholar