Research Articles

Gender equality in higher education: can leaders drive change?
Robyn Barnacle, Leul Tadesse Sidelil, Denise Cuthbert & Kay Latham, Pages: 1935-1950

Responsibility and other dangerous ideas: who cares, who can, and who should in higher education
N.C. Byrom, A. Dodd, S. Crook, P. C. Jackman, E. Watkins & N. Armstrong, Pages: 1951-1967

Bridging the symbolic abyss: a relational grammar of liminality in higher education
Paulo R. M. Correia, Ivan A. I. Soida & Ian M. Kinchin, Pages: 1968-1984

Exploring the relationship between representation in the curricula and students’ engagement
Stacie Jade Gray, Pages: 1985-2001

Evaluating a fun model: a group-based self-study
Rachael Hains-Wesson, Borghild Brekke Hauglid & Anne-Marie Fannon, Pages: 2002-2018

Power x prejudice: risk-based assessment on the vulnerability of female Chinese international students in Australia
Adrian Hale & Dennis Lam, Pages: 2019-2033

Academics’ perceptions and experiences of demographic influences on peer review: a qualitative study
Kay Hammond, Katrina McChesney & Julie Trafford, Pages: 2034-2049

From feedback literacy to feedback fluency: building habits and automaticity in generating and using feedback
H. T. Hoo & David Carless, Pages: 2050-2063

Master’s programmes at transnational higher education institutions in China: who enrols and why?
Dandan Huang, Huan Li & Mei Lai, Pages: 2064-2080

Gender and higher education: mapping gender-specific publications and future research agenda through bibliometric analysis
Zumrad Kataeva, Zhanna Izekenova & Valeriya Roshka, Pages: 2081-2106

Co-creating writing support: reimagining students as pedagogical partners in a South African writing centre
Lutendo Nendauni, Pages: 2107-2122

What does it mean for higher education students to belong?
Tracii Ryan, Claudia A. Rivera Munoz, Lize Vanderstraeten, Boya Zhao, Yan Zhang, Siobhan Lynch-Wells, Michelle Walter, Jiadi Cai & Chi Baik, Pages: 2123-2138

Student satisfaction and engagement profiles and the probability of dropout determined by data mining
Juan José Sosa Alonso, Olga González-Morales, Cristina Ceinos-Sanz, María de la O. Toscano Cruz & Miguel Ángel Nogueira Pérez, Pages: 2139-2158

Self-directed learning in silence: graduate students’ navigation of AI use in academic contexts
Merih Ugurel-Kamisli, Pages: 2159-2174

The invisible ink that marks our paths: lived experience perceptions of academic legitimacy
Mark Vicars, Janine Arantes & Sophie Mihailidis, Pages: 2175-2189

Improving future work-integrated learning opportunities for students with disabilities
N. G. Wall, A. Nuske & R. I. Herbert, Pages: 2190-2204

The influences of country brand authenticity in transnational higher education: student satisfaction at country-branded universities
Stephen Wilkins, Joe Hazzam, Mohammad Zahidul Islam Khan, Mayar Farrag Elsayed & Osman El-Said, Pages: 2205-2222

‘The harder you work, the luckier you get?’: cruel optimism in rural students’ affective transitions into an elite Chinese university
Tongyu Wu & Niancai Liu, Pages: 2223-2238

Merit, metrics, and morality: a qualitative study of academic recruitment discourses in top-tier Chinese universities
Xing Xu & Ly Thi Tran, Pages: 2239-2255

To lead or not to lead? ambivalent leadership aspirations among women academics in Chinese higher education institutions
Boya Yuan & Xiying Wang, Pages: 2256-2271

‘I know what I want … and then I'll find ways to achieve that’: Chinese international graduates’ agency in transitioning to the Australian workplace
Zuocheng Zhang, Wei Wang & Toni Dobinson, Pages: 2272-2286

Comment

AI refusal in higher education: the right to refuse, the duty to understand and the diagnostic value of non-use
Jason Zagami, Pages: 2287-2294