Articles

Students’ perceptions of student voice in assessment within the context of Iran: the dynamics of culture, power relations, and student knowledge
Reza Ahmadi, Pages: 211-225

Making peer-feedback more efficient: what conditions of its delivery make the difference?
Carme Armengol-Asparó, Cristina Mercader & Georgeta Ion, Pages: 226-239

Academic identities research: mapping the field’s theoretical frameworks
Mark Barrow, Barbara Grant & Linlin Xu, Pages: 240-253

Paying the piper: the governance of vice-chancellors’ remuneration in Australian and UK universities
Rebecca Boden & Julie Rowlands, Pages: 254-268

Shifting to team-based faculty development: a programme designed to facilitate change in medical education
Klara Bolander Laksov, Agnes Elmberger, Matilda Liljedahl & Erik Björck, Pages: 269-283

A conceptual framework to enhance student online learning and engagement in higher education
Alice Brown, Jill Lawrence, Marita Basson & Petrea Redmond, Pages: 284-299

Comparison of workload and academic performances of transfer and native students in an Asian educational context
Kin Cheung, Eric S. W. Chan, Jeremy Ng, Hilda Tsang & Hong-va Leong, Pages: 300-314

Supervisor perspectives on the ‘end-stage’ of the doctoral examination process
Kerry Dally, Allyson Holbrook, Terence Lovat & Hedy Fairbairn, Pages: 315-329

The theory of emerging adulthood: parents’ experience of their child’s transition to college
Colleen B. Doyle & Grainne M. O’Donnell, Pages: 330-345

Signaling ‘student-oriented’ job opportunities enhances job attractiveness in work-integrated learning programs
David W. Drewery, T. Judene Pretti & Dana Church, Pages: 346-359

Making connections: authenticity and alienation within students’ relationships in higher education
Karen Gravett & Naomi E. Winstone, Pages: 360-374

Linguistic diversity and doctoral assessment: exploring examiner treatment of candidate language
Allyson Holbrook, Rachel Burke & Hedy Fairbairn, Pages: 375-389

Peer review of teaching in Australian higher education: a systematic review
Alexandra L. Johnston, Chi Baik & Andrea Chester, Pages: 390-404

A framework for supporting postgraduate research writing: insights from students’ writing experiences
Joanna Joseph Jeyaraj, Wei Keong Too & Eni Ermawati Lasito, Pages: 405-419

Exploring course experiences that predict psychological distress and mental wellbeing in Australian undergraduate and graduate coursework students
Wendy Larcombe, Chi Baik & Sue Finch, Pages: 420-435

Monograph v. manuscript: exploring the factors that influence English L1 and EAL candidates’ thesis-writing approach
Cassi L. Liardét & Luke Thompson, Pages: 436-449

The impact of values congruity on underrepresented minority (URM) graduate student psychosocial functioning
Alexandria N. Miller & Susan M. Orsillo, Pages: 450-465

What do undergraduate students understand by excellent teaching?
Mike Mimirinis, Pages: 466-480

African refugee youth in Australia: higher education participation
Tebeje Molla, Pages: 481-495

The Māfana Framework: how Pacific students are using collaborative tasks to decolonize their learning
Jasmin ‘Ofamo’oni & Nicholas Rowe, Pages: 496-510

Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education
Irene Poort, Ellen Jansen & Adriaan Hofman, Pages: 511-526

Empowering low-socioeconomic status parents to support their children in participating in tertiary education: co-created digital resources for diverse parent personas
Rebekah Russell-Bennett, Maria Raciti, Kate Letheren & Judy Drennan, Pages: 527-545

Students’ approach to learning: evidence regarding the importance of the interest-to-effort ratio
Izabella G. Smarandache, Laurentiu P. Maricutoiu, Marian D. Ilie, Daniel E. Iancu & Velibor Mladenovici, Pages: 546-561

Well-being and student–faculty interactions in higher education
Teniell L. Trolian, Gwendolyn C. Archibald & Elizabeth A. Jach, Pages: 562-576

Conceptions of excellent teaching: a phenomenographic study of winners of awards for teaching excellence
Tracy X. P. Zou, Gary Harfitt, David Carless & Christine S. T. Chiu, Pages: 577-592