| Student engagement in the educational interface: understanding the mechanisms of student success |
61 |
| Dialogue within peer feedback processes: clarification and negotiation of meaning |
22 |
| Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers |
20 |
| Want students to engage? Contextualise graduate learning outcomes and assess for employability |
17 |
| Higher education for public value: taking the debate beyond New Public Management |
17 |
| How universities can enhance student mental wellbeing: the student perspective |
15 |
| Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning |
15 |
| Psychological health of doctoral candidates, study-related challenges and perceived performance |
14 |
| Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia |
14 |
| Student engagement in neo-liberal times: what is missing? |
13 |
| Academic performance of first-year university students: the influence of resilience and engagement |
12 |
| Getting through the day and still having a smile on my face! How do students define success in the university learning environment? |
12 |
| Identifying attrition risk based on the first year experience |
11 |
| Change in a culture of collegiality and consensus-seeking: a double-edged sword |
11 |
| Listening to equity-seeking perspectives: how students' experiences of pedagogical partnership can inform wider discussions of student success |
10 |
| Higher education journals: their characteristics and contribution |
10 |
| 'Hardworking, determined and happy': first-year students' understanding and experience of success |
9 |
| Expansion and inequality of higher education in China: how likely would Chinese poor students get to success? |
9 |
| Defining the nature of blended learning through its depiction in current research |
9 |
| A systematic literature review of faculty development for teacher educators |
8 |
| Sustaining interdisciplinary education: developing boundary crossing governance |
8 |
| Resilience in higher education students: a scoping review |
8 |
| Coping, academic engagement and performance in university students |
8 |
| African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision |
8 |
| The role of student burnout in predicting future burnout: exploring the transition from university to the workplace |
8 |
| Professionalising teaching in HE: the impact of an institutional fellowship scheme in the UK |
7 |
| Professional development for sessional staff in higher education: a review of current evidence |
7 |
| Intersectionality in higher education research: a systematic literature review |
7 |
| Mid-career academic women and the prestige economy |
7 |
| A comparative institutional analysis on strategies that graduates use to show they are 'employable': a critical discussion on the cases of Australia, Japan, and Vietnam |
7 |
| Experts on super innovators: understanding staff adoption of learning management systems |
6 |
| Evidencing student success in the contemporary world-of-work: renewing our thinking |
6 |
| Threshold concepts about online pedagogy for novice online teachers in higher education |
6 |
| Reconceptualising research impact: reflections on the real-world impact of research in an Australian context |
6 |
| Beyond grades: developing knowledge sharing in learning communities as a graduate attribute |
6 |
| A framework for designing, implementing, communicating and researching peer assessment |
6 |
| Positive and negative experiences related to doctoral study conditions |
6 |
| Higher education learner identity for successful student transitions |
6 |
| Publications in the doctoral thesis: challenges for doctoral candidates, supervisors, examiners and administrators |
6 |
| From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes |
5 |
| Exploring interdisciplinary academic development: the Change Laboratory as an approach to team-based practice |
5 |
| Implementing constructive alignment in higher education - cross-institutional perspectives from Australia |
5 |
| Threshold concepts in higher education: a synthesis of the literature relating to measurement of threshold crossing |
5 |
| Relationship quality time: the validation of a relationship quality scale in higher education |
5 |
| Conditions that enable effective feedback |
5 |
| 'Timescapes' in doctoral education: the politics of temporal equity in higher education |
5 |
| Found my place: the importance of faculty relationships for seniors' sense of belonging |
5 |
| Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities |
5 |
| A collegial quality development process for identifying and addressing barriers to improving teaching |
4 |
| 'The rules above the bed': academic language and learning as hospitality |
4 |
