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Re‐naming and re‐framing: Evolving the “Higher Education Research Group” to the “Geography & Education Research Group”

Area (London 1969), 2022-03, Vol.54 (1), p.2-5

2022

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The history of the Higher Education Research Group of the UK Royal Geographical Society: The changing status and focus of geography education in the academy

Area (London 1969), 2022-03, Vol.54 (1), p.6-14

2022

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Does the use of summative peer assessment in collaborative group work inhibit good judgement?

Higher education, 2019-05, Vol.77 (5), p.853-870

2019

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International students' experience in Australian higher education: can we do better?

Higher education, 2019-05, Vol.77 (5), p.799-813

2019

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Selecting early-career researchers: the influence of discourses of internationalisation and excellence on formal and applied selection criteria in academia

Higher education, 2018-11, Vol.76 (5), p.807-825

2018

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Space and embodiment in informal learning

Higher education, 2018-06, Vol.75 (6), p.1077-1090

Cox, Andrew M

2018

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Online business simulations: authentic teamwork, learning outcomes, and satisfaction

Higher education, 2019-03, Vol.77 (3), p.455-472

2019

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Intercultural challenges, intracultural practices: how Chinese and Australian students understand and experience intercultural communication at an Australian university

Higher education, 2019-08, Vol.78 (2), p.305-322

2019

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Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice

Area (London 1969), 2022-03, Vol.54 (1), p.41-51

2022

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GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education

Area (London 1969), 2022-03, Vol.54 (1), p.24-32

2022

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Disclaiming knowledge to encourage participation in research group meetings

Discourse studies, 2024-05

2024

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The research-teaching nexus from the Portuguese academics' perspective: A qualitative case study in a school of social sciences and humanities

Higher education, 2017-08, Vol.74 (2), p.239-258

2017

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Why Might Information Exacerbate the Gender Gap in Civic Participation? Evidence from Mali

World development, 2016-10, Vol.86, p.95-110

Gottlieb, Jessica

2016

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Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and "flourishing" within significantly innovative schooling contexts

Educational review (Birmingham), 2016-11, Vol.68 (4), p.403-419

Owen, Susanne

2016

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Empty signifiers and dreamy ideals: Perceptions of the 'international university among higher education students and staff at a British university

Higher education, 2017-09, Vol.74 (3), p.455-472

2017

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'But how do I teach them?': Autism & Initial Teacher Education (ITE)

International journal of inclusive education, 2018-07, Vol.22 (7), p.714-733

Ravet, Jackie

2018

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Assessing Maturity in Data-Driven Culture

International journal of business intelligence research, 2023, Vol.14 (1), p.1-17

2023

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Research groups as communities of practice: A case study of four high-performing research groups

Higher education, 2018-08, Vol.76 (2), p.231-246

2018

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How not to scare off women: different needs of female early-stage researchers in STEM and SSH fields and the implications for support measures

Higher education, 2019-08, Vol.78 (2), p.365-388

Cidlinská, Kateřina

2019

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The 'Teacher Research Group' as a collaborative model of professional learning

Educational action research, 2023-05, Vol.31 (3), p.409-423

Jones, Luke

2023

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Missing friendships: Understanding the absent relationships of local and international students at an Australian university

Higher education, 2017-10, Vol.74 (4), p.701-715

2017

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What is required to develop career pathways for teaching academics?

Higher education, 2018-02, Vol.75 (2), p.271-286

2018

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Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai

Educational studies in mathematics, 2023-01, Vol.112 (1), p.103-121

2023

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Understanding the Design Values of Baby Books: Materiality, Co-presence, and Remediation

Children's literature in education, 2023-09, Vol.54 (3), p.354-375

2023

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Focus Groups: From structured interviews to collective conversations

1, 2013

Volltextzugriff (PDF)

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Re‐naming and re‐framing: Evolving the “Higher Education Research Group” to the “Geography & Education Research Group”

The history of the Higher Education Research Group of the UK Royal Geographical Society: The changing status and focus of geography education in the academy

Does the use of summative peer assessment in collaborative group work inhibit good judgement?

International students' experience in Australian higher education: can we do better?

Selecting early-career researchers: the influence of discourses of internationalisation and excellence on formal and applied selection criteria in academia

Space and embodiment in informal learning

Online business simulations: authentic teamwork, learning outcomes, and satisfaction

Intercultural challenges, intracultural practices: how Chinese and Australian students understand and experience intercultural communication at an Australian university

Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice

GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education

Disclaiming knowledge to encourage participation in research group meetings

The research-teaching nexus from the Portuguese academics' perspective: A qualitative case study in a school of social sciences and humanities

Why Might Information Exacerbate the Gender Gap in Civic Participation? Evidence from Mali

Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and "flourishing" within significantly innovative schooling contexts

Empty signifiers and dreamy ideals: Perceptions of the 'international university among higher education students and staff at a British university

'But how do I teach them?': Autism & Initial Teacher Education (ITE)

Assessing Maturity in Data-Driven Culture

Research groups as communities of practice: A case study of four high-performing research groups

How not to scare off women: different needs of female early-stage researchers in STEM and SSH fields and the implications for support measures

The 'Teacher Research Group' as a collaborative model of professional learning

Missing friendships: Understanding the absent relationships of local and international students at an Australian university

What is required to develop career pathways for teaching academics?

Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai

Understanding the Design Values of Baby Books: Materiality, Co-presence, and Remediation

Focus Groups: From structured interviews to collective conversations

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