Articles

Active learning in authentic conditions has a positive effect on first-year student success
Manuel Bächtold, Dominique Barbe Asensio, Jacqueline Papet & Appolinaire Ngoua Ondo, Pages: 867-883

Time, emotions and moral judgements: how university students position GenAI within their study
Margaret Bearman, T. Fawns, T. Corbin, M. Henderson, Y. Liang, G. Oberg, J. Walton & K. E. Matthews, Pages: 884-898

Intersectionality and equality policies in Higher Education and Research organizations: a critical scoping review and future research agenda
Joanna Y.M. Beeckmans, Patrizia Zanoni & Koen Van Laer, Pages: 899-916

‘Imagine what we could achieve if we were supported to thrive’ Neurodivergent scholars navigating academia
Therese M. Cumming, Karen Kriss, Jessica Macer-Wright, Anthony B. Zwi, Dennis Alonzo, Jennifer L. Jolly & Geraldine Townend, Pages: 917-935

Navigating organizational identity in transnational higher education: the case of a Hong Kong university's branch campus in mainland China
Kun Dai, Stephen Wilkins & Xiaofan Zhang, Pages: 936-952

Course experiences and academic engagement among students in Chinese gifted and talented education programmes
Weili Dai, Libao Wu & Carol Fuller, Pages: 953-968

Repairing epistemic harms through wellbeing in South African universities
Nuraan Davids, Pages: 969-983

Problematising the invisibility of student parents in Australian higher education
Sarah Duffy, Michelle O'Shea, Alina Ewald & Emilee Gilbert, Pages: 984-998

The role of supervisors in learning about peer reviewing during doctoral studies: the case of Chinese STEM PhD students
Hugo Horta & Ting Zhou, Pages: 999-1014

Attending virtual academic conferences: the roles of financial support from universities and researchers’ career stage
Yu-Shan Hsu, Yu-Ping Chen, Maria Bastida & Jan Selmer, Pages: 1015-1031

April 31 [sic]: a fugia hacia ‘the presence of absence’ in Chinese higher education
Lauren Ila Misiaszek, Pages: 1032-1046

Inclusive assessment design: students with disabilities speak out
Juuso Henrik Nieminen, Pages: 1047-1062

AI-augmented heutagogy: a framework for fostering self-determined learning and agency in higher education
Siew Hiang Sally Ng & Joel Weijia Lai, Pages: 1063-1083

Examining staff-student sexual relationship policies at Australian Universities: changes since #MeToo and Change the Course (2017)
Ceridwen Spark, Denise Cuthbert & Bess Schnioffsky, Pages: 1084-1100

Narratives of a postgraduate student with disabilities and his journey to higher education
Shruti Taneja-Johansson & Henri Valtteri Pesonen, Pages: 1101-1115

Advance or retreat? Young female faculty members’ contradictory choices and coping strategies in Chinese elite universities
Jie Tian & Qiang Zhang, Pages: 1116-1132

Sexisms and gender-washing in Australian academia: public front, private realities
Jacqueline Ullman, Emily Gray, Mindy Blaise & Lucy Hobby, Pages: 1133-1148

How a responsive digital pedagogy using the students against academic misconduct framework decreased academic integrity breaches
Anthony Weber, Robert Vanderburg, Michael Cowling, Michelle Vanderburg & Paul Trotter, Pages: 1149-1164

Academic casualisation and precarity: a scoping review
Rebekah Willson, Owen Stewart-Robertson, Heidi Julien & Lisa M. Given, Pages: 1165-1187

Interculturality as (im-)possibilities in non-places: international university students’ encounters in China
Mei Yuan, Yajun Deng, Peiyao Li & Fred Dervin, Pages: 1188-1207

Comments

Compassion as governance: neuro-ableism, benevolent pathology, and the moral economy of care in higher education
Edward Ademolu, Pages: 1208-1218

Higher education as an integrity institution
Stephen Marshall, Pages: 1219-1227