Research Article

Gender-based violence in higher education institutions in Cuba and Mexico: A comparative analysis of awareness, institutional response, and policy gaps
Lillian Artz, Lisa Vetten, Harsha Gihwala, Nasreen Solomons, Daniele Vieira, Justine Sass, Matthias Eck, Elsa Soussan Burzynski & Daphnée Blanc, Pages: 1571-1583

Managing academics vis-a-vis the university’s third mission: continuity and change in the literature, 2002-2022
Ricardo A. Ayala, Karol W. Leja & Teresa Carvalho, Pages: 1584-1604

Towards a new typology of sustainability education for universities
Richard Peter Bailey, Ra'ed Ali Mohammaed Al-Khamaiseh, Keetanjaly Arivayagan & Jwan Hussain Mohammed Ibbini, Pages: 1605-1621

Prioritising relationship, community, and student-centered learning: a systematic literature review of trauma-informed pedagogy in higher education
India Bryce, Brooke Weston-Hill, Jessica Gildersleeve, Kate Cantrell & Katherine Preece, Pages: 1622-1643

What drives academic research misconduct? The viewpoint of researchers
Paul F. Burke, Twan Huybers, Bronwyn Greene & Detlef H. Rohr, Pages: 1644-1660

Dropout intention in doctoral studies: modelling the roles of demands, resources, engagement and burnout
Jae Y. Han, Tim E. Powers, Megan Waldhuber, Jennifer Short & Zach Swiecki, Pages: 1661-1677

The effects of future time perspectives on future job insecurity among undergraduates
Wan-Hsien Hu & Po-Cheng Chen, Pages: 1678-1694

Embracing ‘gameful learning’ with escape room games in higher education
Monica Kam, Megan Clune, Tanisha Jowsey & Rachelle Singleton, Pages: 1695-1714

How to ‘juggle all the competing demands’: advice to PhD mums from the lived experiences of other PhD mums
Shannon Mason, Susan Ledger & Melissa Bond, Pages: 1715-1728

Strengthening responses to sexual and/or intimate partner violence against women international students: Australian stakeholder perspectives
Mandy Mckenzie, Ly Thi Tran, Helen Forbes-Mewett & Laura Tarzia, Pages: 1729-1744

Beyond doctoral completions: researcher development expectations for promotion to associate professor in Australian universities
Margaret K. Merga & Natasha Kitano, Pages: 1745-1759

Leading across borders: a scoping review of leadership experience in international academics
Jasvir Kaur Nachatar Singh, Saravana Kumar, Linda Ng & Katrina Li, Pages: 1760-1784

Bridging disciplinary divides: insights and recommendations for fostering interdisciplinary research
Ed Nagelhout & Stephen Carradini, Pages: 1785-1800

Relational pedagogy and educator wellbeing: navigating care, identity, and institutional conditions in higher education
Gabrielle Nudelman, Pages: 1801-1816

Equality of opportunity in study choices: experiences of university graduates with disabilities in Germany
Inmaculada Orozco & Rosario Lopez-Gavira, Pages: 1817-1833

Finding their way: becoming a researcher in higher education studies
Flora Petrik, Franziska Lessky, Sabine Weiß, Larissa Bartok & Magdalena Fellner, Pages: 1834-1849

‘Should I be here or should I not’: the experiences of LGBTIQ+ allies at a regional Australian university
Gemma Mann & Ann-Marie Priest, Pages: 1850-1865

Integrating Universal Design for Learning in higher education: a scoping review of empirical studies
Ning Ren, Gary Yu Hin Lam, Yi Wang, Ronnel B. King & Vivian W. Y. Lee, Pages: 1866-1883

Diving into the blended learning experience: exploring engagement patterns and influencing factors among first-year Chinese undergraduate students in EMI transnational universities in China
Yiqun Sun, Rong Wang & Tünde Varga-Atkins, Pages: 1884-1900

What motivates academics to act as reviewers? Exploring Chinese academics’ motivations to review for international journals
Pengjuan Wang & Hugo Horta, Pages: 1901-1918

Comment

The question of efficiency: teaching and technology in higher education
Karen Gravett, Margaret Bearman, Phill Dawson & Lasse X. Jensen, Pages: 1919-1925

AI literacy won’t save us: a reply to Bannister (2025)
Timothy Hampson & Alexander De Soete, Pages: 1926-1933