Abdul-Mumin, Khadizah H., ‘The Process of Internationalization of the Nursing and Midwifery Curriculum: A Qualitative Study’, Nurse Education Today, 46 (2016), 139–45 <https://doi.org/10.1016/j.nedt.2016.09.003>
Aktas, Fatih, Kate Pitts, Jessica C. Richards, and Iveta Silova, ‘Institutionalizing Global Citizenship’, Journal of Studies in International Education, 21.1 (2017), 65–80 <https://doi.org/10.1177/1028315316669815>
Backenroth, Ofra Arieli, ‘“From the Intuitive to the Intentional”: Designing a Constructivist Online Course’, Religious Education, 5, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=%22From+the+Intuitive+to+the+Intentional%22%3A+Designing+a+Constructivist+Online+Course&rft.jtitle=Religious+Education&rft.au=Backenroth%2C+Ofra+Arieli&rft.au=Katz%2C+Meredith+Lynn&rft.date=2017&rft.pub=Routledge&rft.issn=0034-4087&rft.eissn=1547-3201&rft.volume=112&rft.issue=5&rft.spage=450&rft.externalDocID=EJ1159288&paramdict=en-UK>
Barton, Karen L., Susie J. Schofield, Sean McAleer, and Rola Ajjawi, ‘Translating Evidence-Based Guidelines to Improve Feedback Practices: The interACT Case Study’, BMC Medical Education, 16.1 (2016) <https://doi.org/10.1186/s12909-016-0562-z>
Bhandari, Kalyan, ‘Teaching Evaluation Practices: An Early Career Practitioner’s Reflections’, Journal of Hospitality, Leisure, Sport & Tourism Education, 20 (2017), 27–31 <https://doi.org/10.1016/j.jhlste.2017.01.002>
Brabazon, Tara, and Sam Schulz, ‘Braving the Bull: Women, Mentoring and Leadership in Higher Education’, Gender and Education, 2018, 1–18 <https://doi.org/10.1080/09540253.2018.1544362>
Brad, Stappenbelt, ‘’The Effectiveness of the Teaching-Research Nexus in Facilitating Student Learning’, Engineering Education, 2013 <https://www.tandfonline.com/doi/pdf/10.11120/ened.2013.00002?needAccess=true>
Bridges, Susan, Cynthia K. Y. Yiu, and Michael G. Botelho, ‘Design Considerations for an Integrated, Problem-Based Curriculum’, Medical Science Educator, 26.3 (2016), 365–73 <https://doi.org/10.1007/s40670-016-0255-6>
Brooman, S, ‘The Student Voice in Higher Education Curriculum Design: Is There Value in Listening?’, Innovations in Education and Teaching International, 6, 2015 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+Student+Voice+in+Higher+Education+Curriculum+Design%3A+Is+There+Value+in+Listening%3F&rft.jtitle=Innovations+in+Education+and+Teaching+International&rft.au=Brooman%2C+S&rft.au=Darwent%2C+S&rft.au=Pimor%2C+A&rft.date=2015&rft.pub=Routledge&rft.issn=1470-3297&rft.eissn=1470-3300&rft.volume=52&rft.issue=6&rft.spage=663&rft.externalDocID=EJ1076752&paramdict=en-UK>
Brunton, James, ‘Designing and Developing a Programme-Focused Assessment Strategy: A Case Study’, Open Learning, 2, 2016 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Designing+and+Developing+a+Programme-Focused+Assessment+Strategy%3A+A+Case+Study&rft.jtitle=Open+Learning&rft.au=Brunton%2C+James&rft.au=Brown%2C+Mark&rft.au=Costello%2C+Eamon&rft.au=Walsh%2C+Elaine&rft.date=2016&rft.pub=Routledge&rft.issn=0268-0513&rft.eissn=1469-9958&rft.volume=31&rft.issue=2&rft.spage=176&rft.externalDocID=EJ1107941&paramdict=en-UK>
Bunbury, Stephen, ‘Disability in Higher Education – Do Reasonable Adjustments Contribute to an Inclusive Curriculum?’, International Journal of Inclusive Education, 2018, 1–16 <https://doi.org/10.1080/13603116.2018.1503347>
Burrell, Andrew R, ‘Team-Based Curriculum Design as an Agent of Change’, Teaching in Higher Education, 8, 2015 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Team-Based+Curriculum+Design+as+an+Agent+of+Change&rft.jtitle=Teaching+in+Higher+Education&rft.au=Burrell%2C+Andrew+R&rft.au=Cavanagh%2C+Michael&rft.au=Young%2C+Sherman&rft.au=Carter%2C+Helen&rft.date=2015&rft.pub=Routledge&rft.issn=1356-2517&rft.volume=20&rft.issue=8&rft.spage=753&rft.externalDocID=EJ1079688&paramdict=en-UK>
Carless, David, Diane Salter, Min Yang, and Joy Lam, ‘Developing Sustainable Feedback Practices’, Studies in Higher Education, 36.4 (2011), 395–407 <https://doi.org/10.1080/03075071003642449>
Carolin Plewa, Victoria Galán-Muros and Todd Davey, ‘Engaging Business in Curriculum Design and Delivery: A Higher Education Institution Perspective’, Higher Education, 70.1 (2015) <https://www.jstor.org/stable/43648852?pq-origsite=summon&seq=1#metadata_info_tab_contents>
Clifford, Valerie, ‘Designing an Internationationalised Curriculum for Higher Education: Embracing the Local and the Global Citizen’, Higher Education Research and Development, 6, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Designing+an+Internationationalised+Curriculum+for+Higher+Education%3A+Embracing+the+Local+and+the+Global+Citizen&rft.jtitle=Higher+Education+Research+and+Development&rft.au=Clifford%2C+Valerie&rft.au=Montgomery%2C+Catherine&rft.date=2017&rft.pub=Routledge&rft.issn=0729-4360&rft.volume=36&rft.issue=6&rft.spage=1138&rft.externalDocID=EJ1151632&paramdict=en-UK>
Cockett, Andrea, and Carole Jackson, ‘The Use of Assessment Rubrics to Enhance Feedback in Higher Education: An Integrative Literature Review’, Nurse Education Today, 69 (2018), 8–13 <https://doi.org/10.1016/j.nedt.2018.06.022>
Constable, Hilary, ‘Universities, Supporting Schools and Practitioner Research’, Research in Education, 101.1 (2018), 39–62 <https://doi.org/10.1177/0034523718763637>
Crawford, Ian, and Zhiqi Wang, ‘The Impact of Individual Factors on the Academic Attainment of Chinese and UK Students in Higher Education’, Studies in Higher Education, 40.5 (2015), 902–20 <https://doi.org/10.1080/03075079.2013.851182>
Dahlström, Lars, ‘An Autobiographical Narrative towards Critical Practitioner Inquiry and a Counter Hegemonic Southern Network’, Journal for Critical Education Policy Studies, 1, 2016 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=An+Autobiographical+Narrative+towards+Critical+Practitioner+Inquiry+and+a+Counter+Hegemonic+Southern+Network&rft.jtitle=Journal+for+Critical+Education+Policy+Studies&rft.au=Dahlstr%C3%B6m%2C+Lars&rft.date=2016-03-01&rft.pub=Institute+for+Education+Policy+Studies&rft.issn=1740-2743&rft.eissn=1740-2743&rft.volume=14&rft.issue=1&rft.spage=102&rft.externalDocID=EJ1100251&paramdict=en-UK>
David Carless, ‘Exploring Learning-Oriented Assessment Processes’, Higher Education, 69.6 (2015) <https://www.jstor.org/stable/43648839?pq-origsite=summon&seq=1#metadata_info_tab_contents>
Denton, Philip, and Philip Rowe, ‘Using Statement Banks to Return Online Feedback: Limitations of the Transmission Approach in a Credit-Bearing Assessment’, Assessment & Evaluation in Higher Education, 40.8 (2015), 1095–1103 <https://doi.org/10.1080/02602938.2014.970124>
Dewsbury, Bryan M., ‘On Faculty Development of STEM Inclusive Teaching Practices’, FEMS Microbiology Letters, 364.18 (2017) <https://doi.org/10.1093/femsle/fnx179>
‘Diversifying the Higher-Education Curriculum: Queering the Design and Pedagogy’, Journal of Feminist Studies in Religion, 34.1 (2018) <https://doi.org/10.2979/jfemistudreli.34.1.25>
Elena Barberà, ‘Designing Online Interaction to Address Disciplinary Competencies: A Cross-Country Comparison of Faculty Perspectives’, International Review of Research in Open and Distance Learning, 15.2 (2014) <https://doaj.org/article/6147e08fb5ea449aad382c63119805b0>
Eley, Diann S., and David Wilkinson, ‘Building a Teaching-Research Nexus in a Research Intensive University: Rejuvenating the Recruitment and Training of the Clinician Scientist’, Medical Teacher, 37.2 (2015), 174–80 <https://doi.org/10.3109/0142159X.2014.947937>
Emanuela Reale, ‘Challenges in Higher Education Research: The Use of Quantitative Tools in Comparative Analyses’, Higher Education, 67.4 (2014) <https://www.jstor.org/stable/43648664?pq-origsite=summon&seq=1#metadata_info_tab_contents>
Fan, Szu-Chun, and Kuang-Chao Yu, ‘How an Integrative STEM Curriculum Can Benefit Students in Engineering Design Practices’, International Journal of Technology and Design Education, 27.1 (2017), 107–29 <https://doi.org/10.1007/s10798-015-9328-x>
Ferry Boschman, Susan McKenney and Joke Voogt, ‘Understanding Decision Making in Teachers’ Curriculum Design Approaches’, Educational Technology Research and Development, 62.4 (2014) <https://www.jstor.org/stable/24546572?pq-origsite=summon&seq=1#metadata_info_tab_contents>
Frankham, Jo, ‘Employability and Higher Education: The Follies of the “Productivity Challenge” in the Teaching Excellence Framework’, Journal of Education Policy, 5, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Employability+and+Higher+Education%3A+The+Follies+of+the+%22Productivity+Challenge%22+in+the+Teaching+Excellence+Framework&rft.jtitle=Journal+of+Education+Policy&rft.au=Frankham%2C+Jo&rft.date=2017&rft.pub=Routledge&rft.issn=0268-0939&rft.eissn=1464-5106&rft.volume=32&rft.issue=5&rft.spage=628&rft.externalDocID=EJ1143856&paramdict=en-UK>
Friedman, Jonathan Z, ‘The Global Citizenship Agenda and the Generation of Cosmopolitan Capital in British Higher Education’, British Journal of Sociology of Education, 4, 2018 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+Global+Citizenship+Agenda+and+the+Generation+of+Cosmopolitan+Capital+in+British+Higher+Education&rft.jtitle=British+Journal+of+Sociology+of+Education&rft.au=Friedman%2C+Jonathan+Z&rft.date=2018&rft.pub=Routledge&rft.issn=0142-5692&rft.eissn=1465-3346&rft.volume=39&rft.issue=4&rft.spage=436&rft.externalDocID=EJ1175471&paramdict=en-UK>
Fullana, Judit, Maria Pallisera, Jordi Colomer, Rosario Fernández Peña, and Marc Pérez-Burriel, ‘Reflective Learning in Higher Education: A Qualitative Study on Students’ Perceptions’, Studies in Higher Education, 41.6 (2016), 1008–22 <https://doi.org/10.1080/03075079.2014.950563>
Fung, Dilly, Connected Curriculum for Higher Education (UCL Press, 2017) <https://doi.org/10.2307/j.ctt1qnw8nf>
Gale, Trevor, ‘Socially Inclusive Teaching: Belief, Design, Action as Pedagogic Work’, Journal of Teacher Education, 3, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Socially+Inclusive+Teaching%3A+Belief%2C+Design%2C+Action+as+Pedagogic+Work&rft.jtitle=Journal+of+Teacher+Education&rft.au=Gale%2C+Trevor&rft.au=Mills%2C+Carmen&rft.au=Cross%2C+Russell&rft.date=2017&rft.pub=SAGE+Publications&rft.issn=0022-4871&rft.eissn=1552-7816&rft.volume=68&rft.issue=3&rft.spage=345&rft.externalDocID=EJ1139423&paramdict=en-UK>
Gikandi, J W, ‘Designing and Implementing Peer Formative Feedback within Online Learning Environments’, Technology, Pedagogy and Education, 2, 2016 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Designing+and+Implementing+Peer+Formative+Feedback+within+Online+Learning+Environments&rft.jtitle=Technology%2C+Pedagogy+and+Education&rft.au=Gikandi%2C+J.+W&rft.au=Morrow%2C+D&rft.date=2016&rft.pub=Routledge&rft.issn=1475-939X&rft.eissn=1747-5139&rft.volume=25&rft.issue=2&rft.spage=153&rft.externalDocID=EJ1098969&paramdict=en-UK>
Harlow, Ann, ‘Threshold Concept Theory as an Enabling Constraint: A Facilitated Practitioner Action Research Study’, Educational Action Research, 3, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Threshold+Concept+Theory+as+an+Enabling+Constraint%3A+A+Facilitated+Practitioner+Action+Research+Study&rft.jtitle=Educational+Action+Research&rft.au=Harlow%2C+Ann&rft.au=Cowie%2C+Bronwen&rft.au=McKie%2C+David&rft.au=Peter%2C+Mira&rft.date=2017&rft.pub=Routledge&rft.issn=0965-0792&rft.eissn=1747-5074&rft.volume=25&rft.issue=3&rft.spage=438&rft.externalDocID=EJ1142679&paramdict=en-UK>
Hebdon, Sharon, ‘Embedding Support for Students Transitioning into Higher Education: Evaluation of a New Model’, The International Journal of Training Research, 2, 2015 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Embedding+Support+for+Students+Transitioning+into+Higher+Education%3A+Evaluation+of+a+New+Model&rft.jtitle=International+Journal+of+Training+Research&rft.au=Hebdon%2C+Sharon&rft.date=2015&rft.pub=Routledge&rft.issn=1448-0220&rft.volume=13&rft.issue=2&rft.spage=119&rft.externalDocID=EJ1087458&paramdict=en-UK>
Heron, Marion, ‘Pedagogic Practices to Support International Students in Seminar Discussions’, Higher Education Research & Development, 2018, 1–14 <https://doi.org/10.1080/07294360.2018.1512954>
Hitch, Danielle, Susie Macfarlane, and Claire Nihill, ‘Inclusive Pedagogy in Australian Universities: A Review of Current Policies and Professional Development Activities’, The International Journal of the First Year in Higher Education, 6.1 (2015) <https://doi.org/10.5204/intjfyhe.v6i1.254>
Hofmeyer, Anne, Brenda Helen Sheingold, Hester C. Klopper, and Jane Warland, ‘Leadership In Learning And Teaching In Higher Education: Perspectives Of Academics In Non-Formal Leadership Roles’, Contemporary Issues in Education Research (CIER), 8.3 (2015) <https://doi.org/10.19030/cier.v8i3.9348>
Horey, Dell, Tracy Fortune, Toula Nicolacopoulos, Emiko Kashima, and Bernice Mathisen, ‘Global Citizenship and Higher Education: A Scoping Review of the Empirical Evidence’, Journal of Studies in International Education, 22.5 (2018), 472–92 <https://doi.org/10.1177/1028315318786443>
Hughes, Annie, ‘Exploring Normative Whiteness: Ensuring Inclusive Pedagogic Practice in Undergraduate Fieldwork Teaching and Learning’, Journal of Geography in Higher Education, 3, 2016 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Exploring+Normative+Whiteness%3A+Ensuring+Inclusive+Pedagogic+Practice+in+Undergraduate+Fieldwork+Teaching+and+Learning&rft.jtitle=Journal+of+Geography+in+Higher+Education&rft.au=Hughes%2C+Annie&rft.date=2016&rft.pub=Routledge&rft.issn=0309-8265&rft.volume=40&rft.issue=3&rft.spage=460&rft.externalDocID=EJ1105458&paramdict=en-UK>
Huisman, Bart, ‘Peer Feedback on College Students’ Writing: Exploring the Relation between Students’ Ability Match, Feedback Quality and Essay Performance’, Higher Education Research and Development, 7, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Peer+Feedback+on+College+Students%27+Writing%3A+Exploring+the+Relation+between+Students%27+Ability+Match%2C+Feedback+Quality+and+Essay+Performance&rft.jtitle=Higher+Education+Research+and+Development&rft.au=Huisman%2C+Bart&rft.au=Saab%2C+Nadira&rft.au=van+Driel%2C+Jan&rft.au=van+den+Broek%2C+Paul&rft.date=2017&rft.pub=Routledge&rft.issn=0729-4360&rft.volume=36&rft.issue=7&rft.spage=1433&rft.externalDocID=EJ1156818&paramdict=en-UK>
James, Freddy, and Desiree S. Augustin, ‘Improving Teachers’ Pedagogical and Instructional Practice through Action Research: Potential and Problems’, Educational Action Research, 26.2 (2018), 333–48 <https://doi.org/10.1080/09650792.2017.1332655>
John Biggs, ‘Enhancing Teaching through Constructive Alignment’, Higher Education, 32.3 (1996) <https://www.jstor.org/stable/3448076?seq=1#metadata_info_tab_contents>
———, ‘Enhancing Teaching through Constructive Alignment’, Higher Education, 32.3 (1996) <https://www.jstor.org/stable/3448076?seq=1#metadata_info_tab_contents>
Jones, Janice K, ‘Decolonising Research and Teaching Methodologies: A “Ninth Moment” Symphony of Artist-Educator-Researcher Voices’, International Journal of Pedagogies & Learning, 2, 2015 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Decolonising+Research+and+Teaching+Methodologies%3A+A+%22Ninth+Moment%22+Symphony+of+Artist-Educator-Researcher+Voices&rft.jtitle=International+Journal+of+Pedagogies+and+Learning&rft.au=Jones%2C+Janice+K&rft.au=Batorowicz%2C+Beata&rft.au=Ladislas+Derr%2C+Robert&rft.au=Peters%2C+Sarah&rft.date=2015&rft.pub=Routledge&rft.issn=1833-4105&rft.eissn=1833-4105&rft.volume=10&rft.issue=2&rft.spage=166&rft.externalDocID=EJ1131633&paramdict=en-UK>
Kate O’Connor, ‘MOOCs, Institutional Policy and Change Dynamics in Higher Education’, Higher Education, 68.5 (2014) <https://www.jstor.org/stable/43648744?pq-origsite=summon&seq=1#metadata_info_tab_contents>
Kathy Luckett and Aditi Hunma, ‘Making Gazes Explicit: Facilitating Epistemic Access in the Humanities’, Higher Education, 67.2 (2014) <https://www.jstor.org/stable/43648646?pq-origsite=summon&seq=1#metadata_info_tab_contents>
Kilburn, Daniel, ‘Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods?’, British Journal of Educational Studies, 2, 2014 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Learning+as+Researchers+and+Teachers%3A+The+Development+of+a+Pedagogical+Culture+for+Social+Science+Research+Methods%3F&rft.jtitle=British+Journal+of+Educational+Studies&rft.au=Kilburn%2C+Daniel&rft.au=Nind%2C+Melanie&rft.au=Wiles%2C+Rose&rft.date=2014&rft.pub=Routledge&rft.issn=0007-1005&rft.eissn=1467-8527&rft.volume=62&rft.issue=2&rft.spage=191&rft.externalDocID=EJ1032092&paramdict=en-UK>
Kupo, V. Leilani, ‘Becoming a Scholar-Practitioner in Student Affairs’, New Directions for Student Services, 2014.147 (2014), 89–98 <https://doi.org/10.1002/ss.20103>
Kyndt, Eva, Vincent Donche, Liesje Coertjens, Tine van Daal, David Gijbels, and Peter Van Petegem, ‘Does Self-Efficacy Contribute to the Development of Students’ Motivation across the Transition from Secondary to Higher Education?’, European Journal of Psychology of Education, 2018 <https://doi.org/10.1007/s10212-018-0389-6>
Lam, Bick Har, and Kwok Tung Tsui, ‘Curriculum Mapping as Deliberation – Examining the Alignment of Subject Learning Outcomes and Course Curricula’, Studies in Higher Education, 41.8 (2016), 1371–88 <https://doi.org/10.1080/03075079.2014.968539>
Laurillard, Diana, Eileen Kennedy, Patricia Charlton, Joanna Wild, and Dionisis Dimakopoulos, ‘Using Technology to Develop Teachers as Designers of TEL: Evaluating the Learning Designer’, British Journal of Educational Technology, 49.6 (2018), 1044–58 <https://doi.org/10.1111/bjet.12697>
Leonard, Simon N, ‘Using Developmental Evaluation as a Design Thinking Tool for Curriculum Innovation in Professional Higher Education’, Higher Education Research and Development, 2, 2016 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Using+Developmental+Evaluation+as+a+Design+Thinking+Tool+for+Curriculum+Innovation+in+Professional+Higher+Education&rft.jtitle=Higher+Education+Research+and+Development&rft.au=Leonard%2C+Simon+N&rft.au=Fitzgerald%2C+Robert+N&rft.au=Riordan%2C+Geoffrey&rft.date=2016&rft.pub=Routledge&rft.issn=0729-4360&rft.volume=35&rft.issue=2&rft.spage=309&rft.externalDocID=EJ1094216&paramdict=en-UK>
Lochmiller, Chad R, ‘Conceptualizing Practitioner-Scholarship for Educational Leadership Research and Practice’, Journal of Research on Leadership Education, 1, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Conceptualizing+Practitioner-Scholarship+for+Educational+Leadership+Research+and+Practice&rft.jtitle=Journal+of+Research+on+Leadership+Education&rft.au=Lochmiller%2C+Chad+R&rft.au=Lester%2C+Jessica+Nina&rft.date=2017-04-01&rft.pub=SAGE+Publications&rft.issn=1942-7751&rft.eissn=1942-7751&rft.volume=12&rft.issue=1&rft.spage=3&rft.externalDocID=EJ1133311&paramdict=en-UK>
Lopes, Amélia, Pete Boyd, Nicola Andrew, and Fátima Pereira, ‘The Research-Teaching Nexus in Nurse and Teacher Education: Contributions of an Ecological Approach to Academic Identities in Professional Fields’, Higher Education, 68.2 (2014), 167–83 <https://doi.org/10.1007/s10734-013-9700-2>
Lozano, Adele, ‘Breaking the Black/White Binary in Higher Education Leadership’, About Campus, 21.6 (2017), 27–31 <https://doi.org/10.1002/abc.21276>
Mathers, Catherine E., Sara J. Finney, and John D. Hathcoat, ‘Student Learning in Higher Education: A Longitudinal Analysis and Faculty Discussion’, Assessment & Evaluation in Higher Education, 43.8 (2018), 1211–27 <https://doi.org/10.1080/02602938.2018.1443202>
Matheson, Ruth, ‘Creating Belonging and Transformation through the Adoption of Flexible Pedagogies in Masters Level International Business Management Students’, Teaching in Higher Education, 1, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Creating+Belonging+and+Transformation+through+the+Adoption+of+Flexible+Pedagogies+in+Masters+Level+International+Business+Management+Students&rft.jtitle=Teaching+in+Higher+Education&rft.au=Matheson%2C+Ruth&rft.au=Sutcliffe%2C+Mark&rft.date=2017&rft.pub=Routledge&rft.issn=1356-2517&rft.volume=22&rft.issue=1&rft.spage=15&rft.externalDocID=EJ1119432&paramdict=en-UK>
McArdle, Karen, ‘When Practice Takes Precedence: Conceptions of Inquiry and the Link to Ethical Posture’, Educational Action Research, 1, 2015 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=When+Practice+Takes+Precedence%3A+Conceptions+of+Inquiry+and+the+Link+to+Ethical+Posture&rft.jtitle=Educational+Action+Research&rft.au=McArdle%2C+Karen&rft.au=Birchley%2C+Jacinta&rft.au=Bruce%2C+Jayne&rft.au=Hurrell%2C+Alison&rft.date=2015&rft.pub=Routledge&rft.issn=0965-0792&rft.eissn=1747-5074&rft.volume=23&rft.issue=1&rft.spage=68&rft.externalDocID=EJ1051957&paramdict=en-UK>
McCarthy, Josh, ‘Enhancing Feedback in Higher Education: Students’ Attitudes towards Online and in-Class Formative Assessment Feedback Models’, Active Learning in Higher Education, 18.2 (2017), 127–41 <https://doi.org/10.1177/1469787417707615>
Meens, Evelyne E.M., Anouke W.E.A. Bakx, Theo A. Klimstra, and Jaap J.A. Denissen, ‘The Association of Identity and Motivation with Students’ Academic Achievement in Higher Education’, Learning and Individual Differences, 64 (2018), 54–70 <https://doi.org/10.1016/j.lindif.2018.04.006>
Michinov, Nicolas, Julien Morice, and Vincent Ferrières, ‘A Step Further in Peer Instruction: Using the Stepladder Technique to Improve Learning’, Computers & Education, 91 (2015), 1–13 <https://doi.org/10.1016/j.compedu.2015.09.007>
Mitten, Carolyn, ‘Sustaining a Commitment to Teaching in a Research-Intensive University: What We Learn from Award-Winning Faculty’, Studies in Higher Education (Dorchester-on-Thames), 8, 2018 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Sustaining+a+Commitment+to+Teaching+in+a+Research-Intensive+University%3A+What+We+Learn+from+Award-Winning+Faculty&rft.jtitle=Studies+in+Higher+Education&rft.au=Mitten%2C+Carolyn&rft.au=Ross%2C+Dorene&rft.date=2018&rft.pub=Routledge&rft.issn=0307-5079&rft.eissn=1470-174X&rft.volume=43&rft.issue=8&rft.spage=1348&rft.externalDocID=EJ1184632&paramdict=en-UK>
Moon, Jennifer A., The Module & Programme Development Handbook: A Practical Guide to Linking Levels, Learning Outcomes & Assessment (London: Kogan Page, 2002)
Novakovich, J., ‘Fostering Critical Thinking and Reflection through Blog-Mediated Peer Feedback’, Journal of Computer Assisted Learning, 32.1 (2016), 16–30 <https://doi.org/10.1111/jcal.12114>
Olivares-Donoso, Ruby, and Carlos Gonzalez, ‘Biology and Medicine Students’ Experiences of the Relationship between Teaching and Research’, Higher Education, 76.5 (2018), 849–64 <https://doi.org/10.1007/s10734-018-0241-6>
Owston, Ron, and Dennis N. York, ‘The Nagging Question When Designing Blended Courses: Does the Proportion of Time Devoted to Online Activities Matter?’, The Internet and Higher Education, 36 (2018), 22–32 <https://doi.org/10.1016/j.iheduc.2017.09.001>
Paul Ashwin, ‘Knowledge, Curriculum and Student Understanding in Higher Education’, Higher Education, 67.2 (2014) <https://www.jstor.org/stable/43648641?pq-origsite=summon&seq=1#metadata_info_tab_contents>
Pavlin, Samo, and Ivan Svetlik, ‘Employability of Higher Education Graduates in Europe’, International Journal of Manpower, 35.4 (2014), 418–24 <https://doi.org/10.1108/IJM-05-2013-0104>
Paxton, Moragh, and Vera Frith, ‘Implications of Academic Literacies Research for Knowledge Making and Curriculum Design’, Higher Education, 67.2 (2014), 171–82 <https://doi.org/10.1007/s10734-013-9675-z>
Pittaway, Sharon M, and Timothy Moss, ‘"Initially, We Were Just Names on a Computer Screen”: Designing Engagement in Online Teacher Education’, Australian Journal of Teacher Education, 39.7 (2014) <https://doi.org/10.14221/ajte.2014v39n7.10>
Polkinghorne, Martyn, ‘Considering the Marketing of Higher Education: The Role of Student Learning Gain as a Potential Indicator of Teaching Quality’, Journal of Marketing for Higher Education, 2, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Considering+the+Marketing+of+Higher+Education%3A+The+Role+of+Student+Learning+Gain+as+a+Potential+Indicator+of+Teaching+Quality&rft.jtitle=Journal+of+Marketing+for+Higher+Education&rft.au=Polkinghorne%2C+Martyn&rft.au=Roushan%2C+Gelareh&rft.au=Taylor%2C+Julia&rft.date=2017&rft.pub=Routledge&rft.issn=0884-1241&rft.eissn=1540-7144&rft.volume=27&rft.issue=2&rft.spage=213&rft.externalDocID=EJ1163075&paramdict=en-UK>
Powell, Philip, and Anita Walsh, ‘Whose Curriculum Is It Anyway? Stakeholder Salience in the Context of Degree Apprenticeships’, Higher Education Quarterly, 72.2 (2018), 90–106 <https://doi.org/10.1111/hequ.12149>
Prysor, Deborah, and Andrew Henley, ‘Boundary Spanning in Higher Education Leadership: Identifying Boundaries and Practices in a British University’, Studies in Higher Education, 43.12 (2018), 2210–25 <https://doi.org/10.1080/03075079.2017.1318364>
Rapanta, Chrysi, and Lorenzo Cantoni, ‘Being in the Users’ Shoes: Anticipating Experience While Designing Online Courses’, British Journal of Educational Technology, 45.5 (2014), 765–77 <https://doi.org/10.1111/bjet.12102>
Rasi, Päivi, and Hanna Vuojärvi, ‘Toward Personal and Emotional Connectivity in Mobile Higher Education through Asynchronous Formative Audio Feedback’, British Journal of Educational Technology, 49.2 (2018), 292–304 <https://doi.org/10.1111/bjet.12587>
Ray Land, Julie Rattray and Peter Vivian, ‘Learning in the Liminal Space: A Semiotic Approach to Threshold Concepts’, Higher Education, 67.2 (2014) <https://www.jstor.org/stable/43648647?pq-origsite=summon&seq=1#metadata_info_tab_contents>
Regan A. R. Gurung, Nancy L. Chick, Aeron Haynie, Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits ... <https://books.google.co.uk/books?id=0SWec-nwL4EC&printsec=frontcover#v=onepage&q&f=false>
Reid, Anne-Marie, Jeremy M. Brown, Julie M. Smith, Alexandra C. Cope, and Susan Jamieson, ‘Ethical Dilemmas and Reflexivity in Qualitative Research’, Perspectives on Medical Education, 2018 <https://doi.org/10.1007/s40037-018-0412-2>
Rogaten, Jekaterina, Bart Rienties, Rhona Sharpe, Simon Cross, Denise Whitelock, Simon Lygo-Baker, and others, ‘Reviewing Affective, Behavioural and Cognitive Learning Gains in Higher Education’, Assessment & Evaluation in Higher Education, 2018, 1–17 <https://doi.org/10.1080/02602938.2018.1504277>
Rojas Pernia, Susana, Ignacio Haya Salmón, and Teresa Susinos Rada, ‘GROWING STUDENT VOICE IN CURRICULUM DECISIONS AT THE UNIVERSITY’, Journal of Research in Special Educational Needs, 16 (2016), 563–67 <https://doi.org/10.1111/1471-3802.12186>
Rump, Markus, ‘Individual Differences in the Effects of Academic Motivation on Higher Education Students’ Intention to Drop Out’, European Journal of Higher Education, 4, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Individual+Differences+in+the+Effects+of+Academic+Motivation+on+Higher+Education+Students%27+Intention+to+Drop+Out&rft.jtitle=European+Journal+of+Higher+Education&rft.au=Rump%2C+Markus&rft.au=Esdar%2C+Wiebke&rft.au=Wild%2C+Elke&rft.date=2017&rft.pub=Routledge&rft.issn=2156-8235&rft.eissn=2156-8243&rft.volume=7&rft.issue=4&rft.spage=341&rft.externalDocID=EJ1161834&paramdict=en-UK>
Santos, Júlia, Amélia Simões Figueiredo, and Margarida Vieira, ‘Innovative Pedagogical Practices in Higher Education: An Integrative Literature Review’, Nurse Education Today, 72 (2019), 12–17 <https://doi.org/10.1016/j.nedt.2018.10.003>
Schmid, Megan E, ‘Promoting Student Academic Achievement through Faculty Development about Inclusive Teaching’, Change (New Rochelle, N.Y.), 5, 2016 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Promoting+Student+Academic+Achievement+through+Faculty+Development+about+Inclusive+Teaching&rft.jtitle=Change%3A+The+Magazine+of+Higher+Learning&rft.au=Schmid%2C+Megan+E&rft.au=Gillian-Daniel%2C+Donald+L&rft.au=Kraemer%2C+Sara&rft.au=Kueppers%2C+Mark&rft.date=2016&rft.pub=Routledge&rft.issn=0009-1383&rft.eissn=1939-9146&rft.volume=48&rft.issue=5&rft.spage=16&rft.externalDocID=EJ1117127&paramdict=en-UK>
Slapcoff, Marcy, ‘The Inquiry Network: A Model for Promoting the Teaching-Research Nexus in Higher Education’, Canadian Journal of Higher Education (1975), 2, 2014 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+Inquiry+Network%3A+A+model+for+promoting+the+teaching-research+nexus+in+higher+education&rft.jtitle=The+Canadian+Journal+of+Higher+Education&rft.au=Marcy+Slapcoff&rft.au=Dik+Harris&rft.date=2014-06-01&rft.pub=Canadian+Society+for+the+Study+of+Higher+Education&rft.issn=0316-1218&rft.volume=44&rft.issue=2&rft.spage=68&rft.externalDocID=3427633521&paramdict=en-UK>
Sochacka, Nicola W., Joachim Walther, and Alice L. Pawley, ‘Ethical Validation: Reframing Research Ethics in Engineering Education Research To Improve Research Quality’, Journal of Engineering Education, 107.3 (2018), 362–79 <https://doi.org/10.1002/jee.20222>
Solvason, Carla, ‘Researching in School -- Creating a Meaningful School/University Alliance: A Reflection’, Educational Action Research, 4, 2018 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Researching+in+School+--+Creating+a+Meaningful+School%2FUniversity+Alliance%3A+A+Reflection&rft.jtitle=Educational+Action+Research&rft.au=Solvason%2C+Carla&rft.au=Cliffe%2C+Johanna&rft.au=Snowden%2C+Mike&rft.date=2018&rft.pub=Routledge&rft.issn=0965-0792&rft.eissn=1747-5074&rft.volume=26&rft.issue=4&rft.spage=589&rft.externalDocID=EJ1193311&paramdict=en-UK>
Steen-Utheim, Anna, and Therese N Hopfenbeck, ‘To Do or Not to Do with Feedback. A Study of Undergraduate Students’ Engagement and Use of Feedback within a Portfolio Assessment Design’, Assessment & Evaluation in Higher Education, 44.1 (2019), 80–96 <https://doi.org/10.1080/02602938.2018.1476669>
Stein, Sharon, ‘Mapping Global Citizenship’, Journal of College and Character, 4, 2015 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Mapping+Global+Citizenship&rft.jtitle=Journal+of+College+and+Character&rft.au=Stein%2C+Sharon&rft.date=2015&rft.pub=Routledge&rft.issn=1940-1639&rft.eissn=1940-1639&rft.volume=16&rft.issue=4&rft.spage=242&rft.externalDocID=EJ1090077&paramdict=en-UK>
Stewart, Victoria, ‘Developing a Postgraduate Work-Based Curriculum Using an Intervention Mapping Approach’, Studies in Continuing Education, 3, 2016 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Developing+a+Postgraduate+Work-Based+Curriculum+Using+an+Intervention+Mapping+Approach&rft.jtitle=Studies+in+Continuing+Education&rft.au=Stewart%2C+Victoria&rft.au=Campbell%2C+Matthew&rft.au=Wheeler%2C+Amanda+J&rft.date=2016&rft.pub=Routledge&rft.issn=0158-037X&rft.eissn=1470-126X&rft.volume=38&rft.issue=3&rft.spage=318&rft.externalDocID=EJ1109488&paramdict=en-UK>
Steyn, Carly, Clint Davies, and Adeel Sambo, ‘Eliciting Student Feedback for Course Development: The Application of a Qualitative Course Evaluation Tool among Business Research Students’, Assessment & Evaluation in Higher Education, 44.1 (2019), 11–24 <https://doi.org/10.1080/02602938.2018.1466266>
Suleman, Fátima, ‘The Employability Skills of Higher Education Graduates: Insights into Conceptual Frameworks and Methodological Options’, Higher Education, 76.2 (2018), 263–78 <https://doi.org/10.1007/s10734-017-0207-0>
Tam, Maureen, ‘Outcomes-Based Approach to Quality Assessment and Curriculum Improvement in Higher Education’, Quality Assurance in Education, 22.2 (2014), 158–68 <https://doi.org/10.1108/QAE-09-2011-0059>
Tassone, Valentina C., Catherine O’Mahony, Emma McKenna, Hansje J. Eppink, and Arjen E. J. Wals, ‘(Re-)Designing Higher Education Curricula in Times of Systemic Dysfunction: A Responsible Research and Innovation Perspective’, Higher Education, 76.2 (2018), 337–52 <https://doi.org/10.1007/s10734-017-0211-4>
Thompson, Karen D, ‘Considering Interest and Action: Analyzing Types of Questions Explored by Researcher-Practitioner Partnerships’, Educational Researcher, 8, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Considering+Interest+and+Action%3A+Analyzing+Types+of+Questions+Explored+by+Researcher-Practitioner+Partnerships&rft.jtitle=Educational+Researcher&rft.au=Thompson%2C+Karen+D&rft.au=Martinez%2C+Martha+I&rft.au=Clinton%2C+Chelsea&rft.au=D%C3%ADaz%2C+Guadalupe&rft.date=2017-11-01&rft.pub=SAGE+Publications&rft.issn=0013-189X&rft.eissn=1935-102X&rft.volume=46&rft.issue=8&rft.spage=464&rft.externalDocID=EJ1161117&paramdict=en-UK>
Tight, Malcolm, ‘Examining the Research/Teaching Nexus’, European Journal of Higher Education, 4, 2016 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Examining+the+Research%2FTeaching+Nexus&rft.jtitle=European+Journal+of+Higher+Education&rft.au=Tight%2C+Malcolm&rft.date=2016&rft.pub=Routledge&rft.issn=2156-8235&rft.eissn=2156-8243&rft.volume=6&rft.issue=4&rft.spage=293&rft.externalDocID=EJ1121063&paramdict=en-UK>
Tondeur, Jo, Johan van Braak, Peggy A. Ertmer, and Anne Ottenbreit-Leftwich, ‘Understanding the Relationship between Teachers’ Pedagogical Beliefs and Technology Use in Education: A Systematic Review of Qualitative Evidence’, Educational Technology Research and Development, 65.3 (2017), 555–75 <https://doi.org/10.1007/s11423-016-9481-2>
Töytäri, Aija, ‘Higher Education Teachers’ Descriptions of Their Own Learning: A Quantitative Perspective’, Higher Education Research and Development, 6, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Higher+Education+Teachers%27+Descriptions+of+Their+Own+Learning%3A+A+Quantitative+Perspective&rft.jtitle=Higher+Education+Research+and+Development&rft.au=T%C3%B6yt%C3%A4ri%2C+Aija&rft.au=Tynj%C3%A4l%C3%A4%2C+P%C3%A4ivi&rft.au=Piirainen%2C+Arja&rft.au=Ilves%2C+Vesa&rft.date=2017&rft.pub=Routledge&rft.issn=0729-4360&rft.volume=36&rft.issue=6&rft.spage=1295&rft.externalDocID=EJ1151616&paramdict=en-UK>
Trigwell, Keith, and Michael Prosser, ‘Qualitative Variation in Constructive Alignment in Curriculum Design’, Higher Education, 67.2 (2014), 141–54 <https://doi.org/10.1007/s10734-013-9701-1>
Ulriksen, Lars, Henriette T. Holmegaard, and Lene Møller Madsen, ‘Making Sense of Curriculum—the Transition into Science and Engineering University Programmes’, Higher Education, 73.3 (2017), 423–40 <https://doi.org/10.1007/s10734-016-0099-4>
Villarroel, Verónica, Susan Bloxham, Daniela Bruna, Carola Bruna, and Constanza Herrera-Seda, ‘Authentic Assessment: Creating a Blueprint for Course Design’, Assessment & Evaluation in Higher Education, 43.5 (2018), 840–54 <https://doi.org/10.1080/02602938.2017.1412396>
Walker, Richard, and Zoe Handley, ‘Designing for Learner Engagement with Computer-Based Testing’, Research in Learning Technology, 24.1 (2016) <https://doi.org/10.3402/rlt.v24.30083>
Wanner, Thomas, and Edward Palmer, ‘Formative Self-and Peer Assessment for Improved Student Learning: The Crucial Factors of Design, Teacher Participation and Feedback’, Assessment & Evaluation in Higher Education, 43.7 (2018), 1032–47 <https://doi.org/10.1080/02602938.2018.1427698>
Weller, Saranne, Academic Practice: Developing as a Professional in Higher Education (London: Sage, 2016)
Wells, Ryan S., and Frances K. Stage, ‘Past, Present, and Future of Critical Quantitative Research in Higher Education’, New Directions for Institutional Research, 2014.163 (2015), 103–12 <https://doi.org/10.1002/ir.20089>
Whiley, Dona, ‘Enhancing Critical Thinking Skills in First Year Environmental Management Students: A Tale of Curriculum Design, Application and Reflection’, Journal of Geography in Higher Education, 2, 2017 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Enhancing+Critical+Thinking+Skills+in+First+Year+Environmental+Management+Students%3A+A+Tale+of+Curriculum+Design%2C+Application+and+Reflection&rft.jtitle=Journal+of+Geography+in+Higher+Education&rft.au=Whiley%2C+Dona&rft.au=Witt%2C+Bradd&rft.au=Colvin%2C+R.+M&rft.au=Sapiains+Arrue%2C+Rodolfo&rft.date=2017&rft.pub=Routledge&rft.issn=0309-8265&rft.volume=41&rft.issue=2&rft.spage=166&rft.externalDocID=EJ1135641&paramdict=en-UK>
Willis, James E., Sharon Slade, and Paul Prinsloo, ‘Ethical Oversight of Student Data in Learning Analytics: A Typology Derived from a Cross-Continental, Cross-Institutional Perspective’, Educational Technology Research and Development, 64.5 (2016), 881–901 <https://doi.org/10.1007/s11423-016-9463-4>
Winberg, Christine, Hanelie Adendorff, Vivienne Bozalek, Honjiswa Conana, Nicola Pallitt, Karin Wolff, and others, ‘Learning to Teach STEM Disciplines in Higher Education: A Critical Review of the Literature’, Teaching in Higher Education, 2018, 1–18 <https://doi.org/10.1080/13562517.2018.1517735>
Yuan, Jiangmei, ‘Effective Feedback Design Using Free Technologies’, Journal of Educational Computing Research, 3, 2015 <http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Effective+Feedback+Design+Using+Free+Technologies&rft.jtitle=Journal+of+Educational+Computing+Research&rft.au=Yuan%2C+Jiangmei&rft.au=Kim%2C+ChanMin&rft.date=2015-06-01&rft.pub=SAGE+Publications&rft.issn=0735-6331&rft.eissn=1541-4140&rft.volume=52&rft.issue=3&rft.spage=408&rft.externalDocID=EJ1076332&paramdict=en-UK>
