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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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Promoting Career and College Readiness, Aspirations, and Self‐Efficacy: Curriculum Field Test

The Career development quarterly, 2017-06, Vol.65 (2), p.173-188

2017

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The Importance of Consumer Trust for the Emergence of a Market for Green Products: The Case of Organic Food

Journal of business ethics, 2017-01, Vol.140 (2), p.323-337

2017

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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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An Examination of Tensions in a Hybrid Collaboration: A Longitudinal Study of an Empty Homes Project

Journal of business ethics, 2019-07, Vol.157 (4), p.949-967

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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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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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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Disclaiming knowledge to encourage participation in research group meetings

Discourse studies, 2024-05

2024

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Ethical Management in the Hotel Sector: Creating an Authentic Work Experience for Workers with Intellectual Disabilities

Journal of business ethics, 2019-03, Vol.155 (3), p.823-835

2019

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Exploring the Impact of Online Focus Group Gender Composition: Insights from a Study on Gender and Transport

Gender issues, 2025-03, Vol.42 (1), p.1, Article 1

2025

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Corporate Philanthropy as a Context for Moral Agency, a MacIntyrean Enquiry

Journal of business ethics, 2020-12, Vol.167 (3), p.589-603

2020

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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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'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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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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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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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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Assessing Maturity in Data-Driven Culture

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

2023

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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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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

Promoting Career and College Readiness, Aspirations, and Self‐Efficacy: Curriculum Field Test

The Importance of Consumer Trust for the Emergence of a Market for Green Products: The Case of Organic Food

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?

An Examination of Tensions in a Hybrid Collaboration: A Longitudinal Study of an Empty Homes Project

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

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

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

Disclaiming knowledge to encourage participation in research group meetings

Ethical Management in the Hotel Sector: Creating an Authentic Work Experience for Workers with Intellectual Disabilities

Exploring the Impact of Online Focus Group Gender Composition: Insights from a Study on Gender and Transport

Corporate Philanthropy as a Context for Moral Agency, a MacIntyrean Enquiry

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

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

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

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

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

Assessing Maturity in Data-Driven Culture

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

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