Higher Education Research and Development Society of Australasia
Articles
Perceived employability and career readiness among STEM students: does gender matter?
S. Ananthram, S. Bawa, D. Bennett & C. Gill, Pages: 267-283
Publish and still perish? Learning to make the ‘right’ publishing choices in the Ghanaian academy
Samuel Tamti Chatio, Paulina Tindana, Patricia Akweongo & David Mills, Pages: 284-297
Review Article
Australian doctoral employability: a systematic review of challenges and opportunities
Li’An Chen, Inger Mewburn & Hanna Suominen, Pages: 298-314
Chilean and Finnish university-based teacher educators’ agentic approaches to academic career path development
Yenny Hinostroza-Paredes, Helena Hinke Dobrochinski Candido & Janne Säntti, Pages: 315-331
Undergraduate research and students’ learning outcomes: digging into different disciplinary contexts
Xi Hong, Xi Gao, Hamish Coates & Fei Guo, Pages: 332-348
Challenging structural racism through the development of equity-driven core Māori hauora ā iwi/public health competencies for university hauora ā iwi/public health teaching
Francis Kewene, Kate Morgaine, Sarah Colhoun & Sue Crengle, Pages: 349-361
Are international students relatively resilient? Comparing international and domestic students’ levels of self-compassion, mental health and wellbeing
Wendy Larcombe, Tracii Ryan & Chi Baik, Pages: 362-376
The higher education expectation scale: development and testing
Mohammad Izzat Morshidi, Peter K.H. Chew & Lidia Suárez, Pages: 377-391
Online proctored exams: rhetoric vs reality
Kelli Nicola-Richmond, Phillip Dawson & Helen Partridge, Pages: 392-405
University students’ experiences with non-first language as the medium of instruction – a mixed method study
Lucie M. Ramjan, Mei-Sheng Chao, Paul J. Glew, Bronwyn Everett, Hsin-Tzu Chen, Yi-Chen Lan, Shi J. Lin & Yenna Salamonson, Pages: 406-420
Experiences and challenges related to wellbeing faced by Australian higher degree research candidates prior to and during the COVID-19 pandemic
Caroline A. Smith, Kylie Barr, Ghufran Alhassani, Emma Taylor & Janet Conti, Pages: 421-436
Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices
Tim M. Stevens, Indira N.Z. Day, Perry J. den Brok, Frans J. Prins, Hanneke J.H.E. Assen, Marlies ter Beek, Gunter Bombaerts, Remco Coppoolse, Petra H.M. Cremers, Rik Engbers, Madeleine Hulsen, Rachelle J.A. Kamp, Jur J. Koksma, Kariene Mittendorff, Jan Riezebos, Roeland M. van der Rijst, Margje W. J. van de Wiel & Jan D. Vermunt, Pages: 437-454
The added value of exploring course innovations university-wide: an application of a multifaceted analytical course innovation framework
Valentina C. Tassone, Piety Runhaar, Perry den Brok & Harm J. A. Biemans, Pages: 455-472
Fostering inclusive higher education through universal design for learning and inclusive pedagogy – EU and US faculty perceptions
Natalia Timuș, Michelle E. Bartlett, James E. Bartlett, Suzanne Ehrlich & Zakaria Babutsidze, Pages: 473-487
Understanding academic teachers’ perceptions of disruptions through the lens of practice architecture
Franziska Trede, Mais Fatayer & Suman Laudari, Pages: 488-502
Defining generic skills to better support the development of future health professionals: results from a scoping review
I. Zouaoui, M. J. Drolet & C. Briand, Pages: 503-520