An exploration of the experiences of higher education lecturers in a further education setting

2024-9-8

Exploring Vietnamese student experiences of transitioning from high school into a transnational university

2024-8-31

Building a resilient educational researcher community

2024-8-19

Grade inflation in Pakistan higher education: teachers’ perspective

2024-7-31

When UK academics decide to disclose mental distress to employers in the HEI workplace: identity conflict, organisational context and the need for systemic change

2024-7-31

A pilot study of academic burnout and stress in undergraduate students: the role of canine-assisted interventions

2024-7-30

What is the relationship between resilience and perceived levels of workplace stress among middle leaders in education?

2024-7-30

Equity, diversity, and inclusion in Canadian colleges: examining definitions and unveiling perceptions

2024-7-30

Preparing to succeed: the impact of an access module

2024-7-23

Communicating about diversity: challenges and strategies related to integrating race into the rural higher education classroom

2024-7-15

A model of academic dishonesty intentions: mediating effects of machiavellianism and differential association

2024-7-10

ChatGPT in academia: exploring university students’ risks, misuses, and challenges in Jordan

2024-7-10

Academics’ experiences of university-wide top-down curriculum reform in Finland

2024-7-2

Improving the Learning Experience of Chinese Masters’ students in UK higher education

2024-7-2

Student perceptions of supports for managing study in higher education according to internal and external locus of control

2024-5-27

Moving beyond myths and realities: impact of the 5C’s strategies on the internationalization of higher education in the context of COVID-19

2024-5-27

Academic survival: student retention in sport and exercise sciences

2024-5-20

Dynamics and impacts of internationalisation on curriculum and instruction in higher education

2024-5-5

Is international student mobility still a distinctive strategy? A study of upper milieu students in Germany

2024-5-2

The development and cross-cultural validation of a Student Online Learning Experience Scale

2024-5-1

An exploration of hybrid instruction intentions amongst higher education teachers in post-Covid-19 times

2024-4-30

Perceived skill outcomes among coursework and research graduates and evolution over time

2024-4-28

Fostering the development of computer science graduate employability through agile projects

2024-4-24

Employability capitals as essential resources for employment obtainment and career sustainability of international graduates

2024-4-22

Surfacing the complexity of students’ experiences of assessment and feedback processes using a rich picture approach

2024-4-20

Birth timing: supporting female graduate students

2024-4-20

Anchoring adult learners’ experiences through photovoice: Jamaican students’ meaning-making during COVID-19

2024-4-10

The learning styles of Australian exercise science and clinical exercise physiology students

2024-4-7

Student mental health support: A qualitative evaluation of new well-being services at a UK university

2024-3-28

The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies

2024-3-10

Student engagement in the first year of university in Wales during COVID-19

2024-3-10

Addressing challenges and finding solutions: navigating the informal curriculum of publication training within higher education

2024-3-8

“Unmeasured” and never-ending working hours in UK higher education: <i>time</i> for workers, unions and employers to reinterpret the law?

2024-3-7

Exploring the impact of university support on students’ entrepreneurial intentions: evidence from Kyrgyzstan

2024-3-4

Correction

2024-2-20

An evaluation of the impact of academic accreditation on the quality of higher education: lessons learnt from the academics’ perceptions

2024-1-15

Emotional problems and academic performance: the role of executive functioning skills in undergraduate students

2024-1-15

Learned words: how poetry can be used to reflect on staff belonging in higher education

2024-1-15

Engagement and attribution of increased engagement to learning assistants in learning assistant-supported classes

2024-1-8

Breaking boundaries: a model of student-led knowledge exchange for higher education

2024-1-8

The changing concept of doctoral education: an insight from Portuguese universities

2024-1-5

Freedom of choice contrasted with course ownership – students’ and academic staff’s understanding of learner autonomy in a select engineering school

2024-1-2

Centralised and decentralised systems: which one is better for teaching quality assurance?

2023-12-31

Experiencing semester abroad programs in a Thai higher educational institution: sociocultural adaptation and cultural challenges of German exchange students

2023-12-28

Student perceptions of immersive block learning: an exploratory study of student satisfaction in the Southern Cross Model

2023-11-15

Using capital, habitus and field to explore Foundation Year students’ Higher Education experiences

2023-11-5

Experiences of men in the minority: understanding men’s sense of belonging studying primary education, nursing and social work in higher education

2023-10-19

How does learning space shape students’ experience of a bespoke Higher Education bridging module for those affected by homelessness?

2023-10-12

Learning experience during the pandemic: perspectives of foundation students

2023-10-9

Formation, negotiation, and alignment of doctoral student and supervisors’ expectations: a co-constructed narrative

2023-9-26