Articles

Constructing academic identity in the changing Russian higher education context: preliminary perspectives
Zhanna Anikina, Liubov Goncharova, Arina Evseeva, Pages: 855-868

The WIL to learn: students’ perspectives on the impact of work-integrated learning placements on their professional readiness
Kerry Therese Aprile, Bruce Allen Knight, Pages: 869-882

Advocating and administering critical realism in a study of transnational educational collaborative partnerships
Claudia M. Bordogna, Pages: 883-897

The impact of social capital on student wellbeing and university life satisfaction: a semester-long repeated measures study
Lee-anne Bye, Frank Muller, Florin Oprescu, Pages: 898-912

The impact of diversity, prior academic achievement and goal orientation on learning performance in group capstone projects
L. T. W. Cheng, C. A. Armatas, J. W. Wang, Pages: 913-925

Framing the benefits of higher education participation from the perspective of non-completers
Ian Cunninghame, Tim Pitman, Pages: 926-939

Understanding value in the student experience through student–staff partnerships
Mollie Dollinger, Jason Lodge, Pages: 940-952

Higher education publication and institutional and national diversity
Sarah Rose Fitzgerald, Zhehan Jiang, Pages: 953-967

Writing for professional recognition in higher education: understanding genre and expertise
Marion Heron, Erika Corradini, Pages: 968-981

University faculty attitudes and knowledge about learning disabilities
Orly Lipka, Marlyn Khouri, Michal Shecter-Lerner, Pages: 982-996

Designing for learning in the Yellow House: a comparison of instructional and learning design origins and practices
Gale Parchoma, Marguerite Koole, Dirk Morrison, Dorothea Nelson, Kristine Dreaver-Charles, Pages: 997-1012

Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities
Pat Strauss, Pages: 1013-1025

Make or break: the role and support needs of academic advisors in work-integrated learning courses
Kathryn E. Wenham, Faith Valencia-Forrester, Bridget Backhaus, Pages: 1026-1039

I don’t need peer support: effective tutoring in blended learning environments for part-time, adult learners
Andrew Youde, Pages: 1040-1054

Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their college English course
Ying Zhan, Pages: 1055-1069

Book Reviews

Problem-based learning in teacher education edited by Margot Filipenko and Jo-Anne Naslund, Switzerland, Springer International Publishing, 2016, 241 pp., $139 (hardcover), ISBN 978-3-319-02002-0
Min-Ling Hun, Chia-Wen Tsai, Pages: 1070-1072

How to be an academic superhero: establishing and sustaining a successful career in the social sciences, arts and humanities by Iain Hay, Cheltenham, UK, Edward Elgar Publishing, 2017, 256 pp., US$ 32,00 (paperback), ISBN: 978-1-78643-813-3
Lilia Mantai, Pages: 1072-1074

Free access is available through the member dashboard