Articles

Beyond the ivory tower: a survey of European university board members’ perspectives on institutional policy priorities
Dominik Antonowicz, Marta Jaworska, Marjukka Mikkonen, Elias Pekkola, Luiz de Andrade, Gabriella Keczer, Gergely Kováts, Stefan Lundborg, Teresa Carvalho, Pedro Videira & Lars Geschwind, Pages: 509-524

Gender comparison of Jewish ultra-orthodox PhD students
Adi Binhas & Yaffa Moscovich, Pages: 525-537

The feedback process as a scaffold of evaluative judgement
Cedomir Gladovic, Joanna Hong-Meng Tai, Kelli Nicola-Richmond & Phillip Dawson, Pages: 538-553

Assessment for student transitions and success: a scoping review of assessment principles in Australian enabling education
Elizabeth Goode, James Valentine, Amita Krautloher & Pranit Anand, Pages: 554-571

From belonging to mattering to trust: the experiences of minoritised ethnic students in UK higher education
Claire Hamshire, Ryan Gerald Wilkinson, Rachel Forsyth & Awo Abdi, Pages: 572-585

Heading the road less travelled: exploring Chinese students’ motivations to study in Tanzania
Yuxiao Jiang, Kun Dai & Alan C. K. Cheung, Pages: 586-603

Development and validation of short version of university-program student engagement questionnaire (SUPSEQ)
Juming Jiang, Alex Shum, Ronnel B. King, Lily M. Zeng & Luke K. Fryer, Pages: 604-622

Rethinking the student journey with voice of student: unstructured data-driven approach
Hyunjoo Kim & Min Jae Park, Pages: 623-641

Exploring the current status and influencing factors of Scholarship of Learning and Teaching (SOTL) among Chinese university faculty in centers for learning and teaching
Lisha Liu, Mengyuan Liu, Saidi Yu, Huan Song & Shuoqi Song, Pages: 642-660

What are the emotional burdens of precarious educators working in the higher education sector? A scoping review
L. McKendrick-Calder, S. Smith, J. Choate & J. Nelson, Pages: 661-679

Exploring the adoption of generative artificial intelligence tools among university teachers
F. J. Miranda & A. Chamorro-Mera, Pages: 680-696

Disrupting colonial legacies in higher education: power, language, and identity in South African ODL curriculum
Julliet Munyaradzi & Aras Bozkurt, Pages: 697-711

Between the pages: a qualitative inquiry into researcher wellbeing
Dilara Özel & Mümine Barkçin, Pages: 712-728

Developing an evidence-based pedagogical framework through investigation of current practice in teaching employability skills inherent to online groupwork
Terrie Paterson, Murray Prideaux & Riccardo Welters, Pages: 729-747

The association between PhD holders’ experiences of professional support and work engagement and burnout
Kirsi Pyhältö, L. Tikkanen, A. Sala-Bubaré, M. García Morante & M. Castello, Pages: 748-765

Student feedback for integrating reflection into the higher education curriculum; a cross disciplinary study
Laura Rook, Bonnie Amelia Dean, Matalena Tofa, Grant Ellmers, Suzi Villeneuve-Smith, Meredith Kennedy, Erin Twyford, Michelle J. Eady, Ashley Heath, Matt Moores & Brad Wakefield, Pages: 766-780

Evolution of academic roles, the emergence of education focused roles, and the policy solutions needed for building resilience in education focused academic roles in higher education
Pauline M. Ross, Pages: 781-799

The role of agency in social justice education: insights from a practising inclusion in higher education micro-credential
Franziska Trede, Celina McEwen & Beate Mueller, Pages: 800-815

What’s in a name? Indigenist Standpoint Pedagogy shakes up our settler-colonial academic identities
Nicola Wunderlich, Peta Jeffries, Sarina Kilham, Wesley Ward, Andrew Peters & Catherine Allan, Pages: 816-830

Using peer feedback, teacher feedback and self-assessment to enhance students’ feedback literacy behaviour
Qiufang Zheng, David Boud & Phillip Dawson, Pages: 831-846

Comment

ParadAIse L0st?
Peter Bannister, Pages: 847-856

Discussion

Importing/exporting Aboriginal and Torres Strait Islander culture via offshore higher education
Gabrielle Murray & Cathy Doe, Pages: 857-866