Articles

Who are learning designers in post-pandemic Australasian universities?
Sharon Altena, Lye Ee (Rebecca) Ng & Meredith Hinze, Pages: 1589-1607

Making sense of academic service in unpredictable times: exploring the risks and benefits of academic activism in higher education
Sally Baker, Melanie Baak, Rachel Burke, Lisa Hartley, Sara Kindon, Loshini Naidoo, Alison Phipps & Anna Ziersch, Pages: 1608-1623

Centring Indigenous content and redesigning the tertiary curriculum
Henry Boer & Gary Fry, Pages: 1624-1639

‘The virtues of not knowing’: how ‘unknowingness’ in pedagogical partnership prepares student partners to navigate complexity, uncertainty, and change in pursuit of equity
Alison Cook-Sather, Pages: 1640-1654

The missing story of GenAI summarisers: a critical research agenda
Thomas Alexander Corbin & Jack Walton, Pages: 1655-1668

‘Exceptional’ higher education students’ learning trajectories in Spain
José Miguel Correa-Gorospe, Elizabeth Pérez-Izaguirre, Gabriela da Silva Bulla & Juana M. Sancho-Gil, Pages: 1669-1685

Exploring the purposes and uses of generative artificial intelligence tools in academic writing for multicultural students
Ajrina Hysaj, Bonnie Amelia Dean & Mark Freeman, Pages: 1686-1700

A deep dive into taught postgraduates’ participation in work-integrated learning
Denise Jackson, Pages: 1701-1719

From emotion to action: investigating the role of affective rhetorical moves in peer feedback implementation in university classrooms
Qianru Lyu, Wenli Chen, Kok Hui Heng (John Gerard)Junzhu Su, Pages: 1720-1741

From pressure to progress: examining teaching demands and resources in Private Higher Education Institutes of India
Seema Sharma & Santoshi Sengupta, Pages: 1742-1756

Taste for science or money? Determinants of career choice for doctoral graduates in China
Shen Wenqin, Zhao Yue & Xu Haotian, Pages: 1757-1774

Extracurricular activities in higher education: provider’s choices
Jinghui Si, Pages: 1775-1789

Balancing the scale: examining the impact of publication quotas on academic well-being in Vietnamese higher education
Thanh Thao Le & Trut Thuy Pham, Pages: 1790-1804

Near-peer teaching in a university outdoor environmental education programme: following footprints in the sand
Glyn John Thomas, Brendon Munge, Robyn Fox & Michael Carey, Pages: 1805-1818

Collaborating with care: creating spaces for authentic reflective practice in academia
Catherine Trundle, Jessica Gill, Sabrina Gupta, Joanne Marcucci & Laura Petridis, Pages: 1819-1833

To sit the exam or to be recommended: a Bourdieusian perspective of capital and habitus needed for becoming a postgraduate student in Chinese premier universities
Tengteng Zhuang & Baocun Liu, Pages: 1834-1848

Discussion

Reflecting on reflective practice: issues, possibilities and guidance principles
Marina Harvey, G. Walkerden, A. Semple, K. McLachlan, K. Lloyd & A. Bosanquet, Pages: 1849-1857

Comment

Towards conceptual clarity in pedagogical research: the case of the ‘imposter phenomenon’ jingle/jangle fallacy
Madeleine Pownall, Pam Birtill & Richard Harris, Pages: 1858-1865

Corrections

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