School of Education

Mukwambo, P., Mkwananzi, F., Seshoka, W. (2024) The policy and practice of internationalization in the Global-South: African international students’ experiences in South Africa during COVID-19. Journal of Comparative and International Higher Education, 16, pp. 45-59. (doi: 10.32674/afwhbb79)

Elliot, D. L. (2024) Editorial. Innovations in Education and Teaching International, 61, pp. 1129-1132. (doi: 10.1080/14703297.2024.2424645)

Van Dermijnsbrugge, E., Di Marco Campbell, L. R., Donaghy, J., Vasileva, E., Ferrari, C. (2024) Reflections on the ASN8 Conference: Looking Back / Forward. AnarchistStudies.Blog.

Borkowska, K., Ketuly, K. A., Osborne, M., Mohammed, S. A., Azizi, N. (2024) Embedding the third mission of universities in humanitarian crisis response: profiling the role of the University of Duhok in addressing health needs of internally displaced people and refugees. Journal of Adult and Continuing Education, (doi: 10.1177/14779714241290658)

Wilson, A., Hamilton, H., Singh, G., Lockley, P. (2024) Open is not enough: Designing for a networked data commons. Springer

Piper, L., Black, G., Petersen, L., Dick, L., Wilson, A., Mpofu-Mketwa, T. (2024) Policy engagement as ‘empowered representation’: democratic mediation through a participatory research project on climate resilience. Evidence and Policy, (doi: 10.1332/17442648Y2024D000000033)

Elliot, D. L., Lido, C., Evangelista, Z., Kassous, I. Z., Al Najim, A., Alves, I. (2024) Mind the gap! International doctoral scholars’ and supervisors’ perspectives of wellbeing and help-seeking behaviour. Routledge

Makara Fuller, K., Ryder, N. (2024) An International Comparative Analysis of Curricula in Health and Wellbeing.

Hao, T., Wang, W., Wang, G., Yang, Q., Kang, M. (2024) From “chosen ones” to “leftovers”: a historical analysis of China's vocational education and training system, 1949–2023. Education and Training, (doi: 10.1108/ET-09-2023-0412)

Scott, G. G., Hand, C., Ingram, G. P. D., Talbot, C. V. (2024) Editorial: Evolving online modalities: how uses and abuses of text, image and video-based communications impact interpersonal interactions. Frontiers in Psychology, 15, (doi: 10.3389/fpsyg.2024.1476773)

Elliot, D. L., Daley, R., Blackmore, C., Guccione, K., Ohlsen, S. (2024) Two sides of the Same Coin? Examining Doctoral Scholars’ and Supervisors’ Mental Health & Well-being.

Di Marco Campbell, L. R. (2024) Anarchist Pedagogies in the Neoliberal University – Liberation discourse and pushing radical assessment onto the agenda. AnarchistStudies.Blog.

Davies, R., Reid, K. (2024) Supporting each other: older adults’ experiences empowering food security and social inclusion in rural and food desert communities. Appetite, 198, (doi: 10.1016/j.appet.2024.107353)

Elliot, D. L. (2024) Harnessing intercultural learning by creating ‘small cultures’ in doctoral communities. Routledge

Borquez Sanchez, E., Makara Fuller, K., Patrick, F., Wiseman-Orr, L. (2024) Exploring progression in learning in the context of Curriculum for Wales and in the research literature.

Osborne, M. (2024) The benefits of university adult learning. International Review of Applied Economics, 38, pp. 395-409. (doi: 10.1080/02692171.2024.2362130)

Wilson, A., Ross, J. (2024) “Your U-Well-Being Journal is due today”: on some possible intersections between surveillance and student wellbeing in the future university. Studies in Higher Education, (doi: 10.1080/03075079.2024.2368264)

Hand, C. J., Ingram, J., Glover, K., Brodie, Z. P., Scott, G. G. (2024) Initial tweet valence, abuse volume, and observer Dark Tetrad characteristics influence perceptions of female celebrity abuse on Twitter. Scientific Reports, 14, (doi: 10.1038/s41598-024-62273-y)

Osborne, M. (2024) Around the world in fifteen articles. Journal of Adult and Continuing Education, 30, pp. 3-4. (doi: 10.1177/14779714241245195)

Wilson, A., Robertson, G., Dickie, J. (2024) Future ordinaries: assembling place-based knowledges and literacies in real and imagined harmscapes. Futures, 159, (doi: 10.1016/j.futures.2024.103376)

Zhang, J., Elliot, D. L., Makara, K. A. (2024) Likened to “a boiled egg”: a new framework for understanding Chinese postgraduate taught students’ transitional experience. Journal of International Students, 14, pp. 42-60. (doi: 10.32674/jis.v14i3.6046)

Elliot, D. L., Gardani, M., Gordon, K., Balgabekova, D. (2024) Harnessing New Knowledge, Insights and Engagement Through the Voices of International Doctoral Scholars.

Enslin, P., Hedge, N. (2024) Decolonizing higher education: the university in the new age of Empire. Journal of Philosophy of Education, 58, pp. 227-241. (doi: 10.1093/jopedu/qhad052)

Osborne, M., Nesterova, Y., Bhandari, R. (2024) Learning for global health in cities - Community resilience and the strengthening of learning systems. CR&DALL Working Paper WP1101/2024.

He, R., Köksal, S., Cockayne, H., Elliot, D. L. (2024) It’s more than just food: the role of food among Chinese international students’ acculturation experiences in the UK and USA. Food, Culture and Society, (doi: 10.1080/15528014.2024.2330180)

Moskal, M., Fassetta, G., Imperiale, M. G., Spurway, J. (2024) ‘To translate feelings not words’. Humanitarian interpreting: challenging institutional and professional boundaries in interpreting for refugees. Language and Intercultural Communication, (doi: 10.1080/14708477.2024.2317138)

de los Reyos, M., Roy, S., Osborne, M., Nesterova, Y. (2024) Local challenges, global imperatives: Cities at the forefront to achieve Education 2030.

Lotz-Sisitka, H., McGrath, S., Ramsarup, P. (2024) Oil, transport, water and food: a political-economy-ecology lens on VET in a climate changing world. Journal of Vocational Education and Training, 76, pp. 281-306. (doi: 10.1080/13636820.2024.2320910)

Ramsarup, P., McGrath, S., Lotz-Sisitka, H. (2024) A landscape view of emerging sustainability responses within VET. Journal of Vocational Education and Training, 76, pp. 259-280. (doi: 10.1080/13636820.2024.2320911)

Muwaniki, C., Wedekind, V., McGrath, S. (2024) Agricultural vocational education and training for sustainable futures: responsiveness to the climate and economic crisis in Zimbabwe. Journal of Vocational Education and Training, 76, pp. 430-446. (doi: 10.1080/13636820.2024.2317163)

McGrath, S., Ramsarup, P. (2024) Towards vocational education and training and skills development for sustainable futures. Journal of Vocational Education and Training, 76, pp. 247-258. (doi: 10.1080/13636820.2024.2317574)

(2024) Adult Education and Difference. 36, (doi: 10.1163/9789004692626)

Wilson, A., Robertson, G., Uflewska, A. (2024) Waste Stories: Networking Imaginaries.

Osborne, M. (2024) Adult Education – our part in its (partial) downfall and renewal.

Elliot, D., Gardani, M., Gordon, K., Balgabekova, D. (2024) Amplifying Voices of International Doctoral Scholars on Intercultural Perspectives.

Elliot, D. L., Dangeni, (2024) Cross-cultural transitions in doctoral contexts: a model for managing possibilities, challenges and uncertainties. Routledge

Salanga, M. G. C., Evangelista, Z. M., Lido, C. M. (2024) How to conduct culturally sensitive and ethically sound research when studying sensitive topics in non-WEIRD contexts. SAGE Publications Ltd

Osborne, M. (2024) Impact – Playing the Long Game.

Osborne, M. (2024) Partnership and Innovation – The Case of the Centre for Sustainable, Healthy, and Learning Cities and Neighbourhoods.

Roy, S., Osborne, M. (2024) Reimagining Inclusive Economic Futures, PASCAL International Observatory Briefing Paper 28.

Monk, D., Molebatsi, P., McGrath, S., Metelerkamp, L., Adrupio, S., Openjuru, G., Robbins, G., Tshabalala, T. (2024) Revisiting VET research paradigms: critical perspectives from the South. Journal of Vocational Education and Training, (doi: 10.1080/13636820.2023.2280972)

Wilson, A., Robertson, G., Humphreys, P., Uflewska, A. (2024) Waste stories: networked imaginations. Springer

Di Marco Campbell, L. R. (2023) Write like you’re living in a better world: creative writing as a means for building the societies we wish to see. Culture. Society. Economy. Politics, 2, pp. 81-91. (doi: 10.2478/csep-2023-0011)

Boeren, E., Lido, C. (2023) Capturing lifelong learning data through international surveys and novel innovative methods. Firenze University Press

Imperiale, M. G. (2023) Failure in research: not being able to get access, and what I learned from that. Routledge

Makara Fuller, K., Singh, S., Morrison-Love, D., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Patrick, F., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales.

Mou, T.-Y., Kao, C.-P., Lin, K.-Y., Osborne, M. (2023) Exploring the mediator in science service learning: analysis of university students’ behavioural intention to use digital platforms. Asia-Pacific Education Researcher, 32, pp. 841-854. (doi: 10.1007/s40299-022-00700-2)

Imperiale, M. G., Ross, D., Fassetta, G. (2023) Improving refugee teacher development in Lebanon and Jordan: nurturing teacher identity, relationships, and agency. NORRAG

Wilson, A., Dick, L., Ncube, S., Dickie, J., Abrams, A., Black, G., Blair, N., Carden, K., Hamilton-Smith, N., Lamb, G., Mpofu-Mketwa, T., Petersen, L., Robertson, G. (2023) Living the life of floods: place-based learning in an Anthropocene harmscape. Geoforum, 147, (doi: 10.1016/j.geoforum.2023.103914)

Elliot, D. L., Guccione, K., Bengtsen, S. S.E. (2023) Concluding thoughts. Palgrave Macmillan

(2023) Developing Researcher Independence Through the Hidden Curriculum. (doi: 10.1007/978-3-031-42875-3)

Elliot, D. L. (2023) Developing a disposition for harnessing the hidden curriculum en route to becoming independent researchers: the role of doctoral supervisors. Palgrave Macmillan

Elliot, D. L., Bengtsen, S. S. E., Guccione, K. (2023) Introduction. Palgrave Macmillan

Makara, K. A., Balgabekova, D., Gordon, K., Meng, F., Tripornchaisak, N., WU, Z., Elliot, D. L. (2023) ‘It is a nice way to end the week’: Journal Club as an authentic and safe learning space. Palgrave Macmillan

Fassetta, G., Imperiale, M. G. (2023) Language and integration of refugee children: reflections on delinking and decoloniality. L2 Journal, 15, pp. 1-19. (doi: 10.5070/L2.2466)

Hand, C. J., Rodriguez-Cuadrado, S., Ingram, J. (2023) Editorial: Language and the digital frontier. Frontiers in Psychology, 14, (doi: 10.3389/fpsyg.2023.1305863)

Doyle, L., Graham, L., Wang, G., Dikoko, V., Wang, Z., Gulgecer, J. (2023) Precarious Work and Future Careers: Examining the transitions of young people in China and South Africa.

Fassetta, G., Imperiale, M. G., Alshobaki, S., Al-Masri, N. (2023) Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process. Language and Intercultural Communication, 23, pp. 559-573. (doi: 10.1080/14708477.2023.2247386)

Skipper, Y., Jolley, D., Reddington, J. (2023) ‘But wait, that isn't real’: a proof-of-concept study evaluating ‘Project Real’, a co-created intervention that helps young people to spot fake news online. British Journal of Developmental Psychology, 41, pp. 371-384. (doi: 10.1111/bjdp.12456)

McKinney, S., Lappin, M., Fodey, C., Hand, C. (2023) The Emotionally Intelligent Leader in a Catholic School: The Example of Jesus as Represented in the Gospels.

Ross, J., Wilson, A. (2023) Reconfiguring surveillance futures for higher education using speculative data stories. Springer

Lido, C., Reid, K. (2023) Big data, lifelong learning and learning cities: Promoting city discourse on social inequalities in learning. Taipei City Government

McGrath, S. (2023) Education and development. Edward Elgar

Kearns, P., Osborne, M., Tibbitt, J. (2023) Final thoughts - Facing up to the challenges of the future: Where now for learning cities? Taipei City Government

(2023) Learning and City Futures: Addressing the Policy Challenges. Selected Writings from PASCAL International Observatory.

McGrath, S., Yamada, S. (2023) Skills for development and vocational education and training: current and emergent trends. International Journal of Educational Development, 102, (doi: 10.1016/j.ijedudev.2023.102853)

Ncube, S., Wilson, A., Petersen, L., Black, G., Abrams, A., Carden, K., Dick, L., Dickie, J., Gibson, L., Hamilton-Smith, N., Ireland, A., Lamb, G., Mpofu-Mketwa, T., Piper, L., Swanson, D. (2023) Understanding resilience capitals, agency and habitus in household experiences of water scarcity, floods and fire in marginalized settlements in the Cape Flats, South Africa. Social Sciences and Humanities Open, 8, (doi: 10.1016/j.ssaho.2023.100710)

Wilson, A., Ross, J. (2023) Surveillance imaginaries: learning from participatory speculative fiction. Surveillance and Society, 21, pp. 304-316. (doi: 10.24908/ss.v21i3.16025)

Nyamunda, P. (2023) Book Review: Post-conflict Participatory Arts: Socially Engaged Development by Mkwananzi, F and Cin, M. Qualitative Research, (doi: 10.1177/14687941231202368)

McGrath, S. (2023) Education for the great socio-ecological transition. Religion and Development, 2, pp. 126-145. (doi: 10.30965/27507955-20230019)

Osborne, M., Piazza, R. (2023) Building sustainable learning cities = Costruire città dell’apprendimento sostenibili. Nuova Secondaria, XLI, pp. 134-142.

Ramsarup, P., McGrath, S., Lotz-Sisitka, H. (2023) Reframing skills ecosystems for sustainable and just futures. International Journal of Educational Development, 101, (doi: 10.1016/j.ijedudev.2023.102836)

Badwan, K., Rasinger, S., Braber, N., Cardew, P., Cowell, J., Cross, R., Ferney, D., Hicks, G., Imperiale, M. G., John, S., Knight, D., Moya, M., Muller, L.-M., Nelson, D., Pichler, P., Pons-Sanz, S., Scobbie, J. M., Sharma, D., Spencer, A., Turkan, S. (2023) Subject Benchmark Statement: Linguistics.

Morrison-Love, D., Makara Fuller, K., Borquez Sanchez, E. (2023) Curricular Progression and Pupil Learning: Towards a Method for Understanding how Pupils Progress in Learning Over Time.

Nicholson, J. (2023) Managing School: Young People Living with Drug Use and Complex Stigma.

Makara Fuller, K., Morrison-Love, D., Borquez Sanchez, E. (2023) Steps to the Future for 'Curriculum for Wales': Developing Coherence, Co-construction, and Praxis.

Wang, G. (2023) Upskilling the workforce? A critical analysis of national skills policies in China’s Reform Era. British Journal of Sociology of Education, 44, pp. 978-995. (doi: 10.1080/01425692.2023.2219405)

Imperiale, M. G. (2023) English for creative resistance: Critical pedagogy in a teacher education programme in Palestine. Bloomsbury Academic

Elliot, D. L. (2023) Potentials, Challenges and Uncertainties: Managing Cross-cultural Transitions in Doctoral and Post-doctoral Contexts.

Elliot, D. L. (2023) Navigating Your International Doctoral Experience (and Beyond) Routledge

Wang, G., Xu, R., Zhang, X. (2023) The making of ‘exam ronins’: young people’s desire for public service jobs in China. Journal of Youth Studies, (doi: 10.1080/13676261.2023.2231356)

Daniels, S., Enslin, P. (2023) Analytic philosophy of education and the postcolonial moment. Theory and Research in Education, 21, pp. 216-231. (doi: 10.1177/14778785231184870)

Elliot, D. L., Makara Fuller, K. A., WU, Z., Tripornchaisak, N., Meng, F., Gordon, K., Balgabekova, D. (2023) We even got snacks’: journal club as an authentic and safe space for engaging in scholarly debates and arguments.

Skipper, Y., Fay, M. (2023) The relationship between the sense of belonging, mental wellbeing and stress in students of law and psychology in an English University. European Journal of Legal Education, 4, pp. 5-26.

Hand, C. J., Kennedy, A., Filik, R., Pitchford, M., Robus, C. M. (2023) Emoji identification and emoji effects on sentence emotionality in ASD-diagnosed adults and neurotypical controls. Journal of Autism and Developmental Disorders, 53, pp. 2514-2528. (doi: 10.1007/s10803-022-05557-4)

Ross, D., Imperiale, M. G., Fassetta, G. (2023) Learning for informal and nonformal educators in Lebanon and Jordan (LINEs)

Imperiale, M. G., Fassetta, G., Ross, D. (2023) Reflections on the LINEs project.

Oyinloye, B., Mkwananzi, F., Mukwambo, P. (2023) Schools Connect: Barriers to girls’ education – A synthesis of British Council research in Africa. (doi: 10.57884/19VC-0S60)

Terry, J. et al. (2023) Data from an international multi-centre study of statistics and mathematics anxieties and related variables in university students (the SMARVUS dataset) Journal of Open Psychology Data, 11, (doi: 10.5334/jopd.80)

Di Marco Campbell, L. R. (2023) Plan 75: A near future warning. Bella Caledonia,

McGrath, S., Russon, J.-A. (2023) TVET SI: Towards sustainable vocational education and training: thinking beyond the formal. Southern African Journal of Environmental Education, 39, (doi: 10.4314/sajee.v39.03)

Skipper, Y. (2023) My child the hero: how a collaborative writing project changes prisoners' self-concept and family connection. Journal of Offender Rehabilitation, 62, pp. 233-254. (doi: 10.1080/10509674.2023.2193435)

Di Marco Campbell, L. R. (2023) A paradigm shift: anarchism has entered the chat. Concept, 14, pp. 1-13.

Di Marco Campbell, L. R. (2023) Anarchist Dialogues: Critical Reflections on ASN Experiment #1. AnarchistStudies.Blog.,

Wilson, A. (2023) From Crime and Punishment to Future Archaeologies – reimagining relationships of waste and value. Palgrave Macmillan

Wang, G., Wang, Z. (2023) Vocational education: a poor second choice? A comparison of the labour market outcomes of academic and vocational graduates in China. Oxford Review of Education, 49, pp. 408-427. (doi: 10.1080/03054985.2022.2096583)

Nicholson, J. (2023) A Report on the Findings of an Evaluation of: Renfrewshire Reconnection Project (March 2023) - A project for woman and children recovering from experiencing domestic abuse in Renfrewshire [Private Report]

Osborne, M. (2023) Editorial – professional development and much more. Journal of Adult and Continuing Education, 29, pp. 3-4. (doi: 10.1177/14779714231163670)

Balatia, H., Wincenciak, J., Buck, T. (2023) The associations of anger and hope with project retention decisions: a case study. PLoS ONE, 18, (doi: 10.1371/journal.pone.0283322)

Sheridan, L. (2023) The XXXX Game. (doi: 10.6084/m9.figshare.19326065)

Elliot, D. L. (2023) Psychology of Education: Theory, Research and Evidence-Based Practice by Janet Lord. Psychology Teaching Review, 29, pp. 65-66.

(2023) Access, Lifelong Learning and Education for All. (doi: 10.1007/978-3-031-12342-9)

Osborne, M., Edwards, R., Mayes, T. (2023) Relations in learning and research: the case of the Centre for Research in Lifelong Learning. Palgrave Macmillan

Gravani, M. N., Slade, B., Brown, M., Jõgi, L., Borg, C. (2023) From Learner-Centered Education (LCE) to Emancipatory Learner-Centered Education (ELCE): a comparative case study of language education for adult migrants in four European countries. Prospects, (doi: 10.1007/s11125-023-09633-0)

Butterworth, B., Hand, C. J., Lorimer, K., Gawrylowicz, J. (2023) The impact of post-encoding alcohol consumption on episodic memory recall and remember-know responses in heavy drinkers. Frontiers in Psychology, 14, (doi: 10.3389/fpsyg.2023.1007477)

Elliot, D. L. (2023) Editorial. Innovations in Education and Teaching International, 60, pp. 149-151. (doi: 10.1080/14703297.2023.2180171)

Neel, L. A.G., McKechnie, J. G., Robus, C. M., Hand, C. J. (2023) Emoji alter the perception of emotion in affectively neutral text messages. Journal of Nonverbal Behavior, 47, pp. 83-97. (doi: 10.1007/s10919-022-00421-6)

Wang, G., Zhang, X., Xu, R. (2023) Does vocational education matter in rural China? A comparison of the effects of upper secondary vocational and academic education: evidence from CLDS survey. Education Sciences, 13, (doi: 10.3390/educsci13030258)

Makara, K. A., Kuusinen, C. (2023) Academic help seeking as a process of seeking formative feedback on learning. Emerald Publishing Limited

Brodie, Z.P., Shirlaw, K., Hand, C.J. (2023) The impact of mental illness and intellectual disability information on general public perceptions of a person convicted of a child sex offence. Sexual Abuse, (doi: 10.1177/10790632231159072)

Wilson, A., De Paoli, S., Rough, D. (2023) What counts as contribution? Micro-practices of enrolment and exclusion in a financial problems support group. First Monday, 28, (doi: 10.5210/fm.v28i2.11756)

McMullen, J., Arakawa, N., Anderson, C., Pattison, L., McGrath, S. (2023) A systematic review of contemporary competency-based education and training for pharmacy practitioners and students. Research in Social and Administrative Pharmacy, 19, pp. 192-217. (doi: 10.1016/j.sapharm.2022.09.013)

Morrison-Love, D., Singh, S., Makara-Fuller, K., Evans, G., Farrar, J., Patrick, F., Ryder, N., Borquez-Sanchez, E., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning.

Daniels, S., Enslin, P. (2023) Paul Hirst, liberal education and the postcolonial project. Journal of Philosophy of Education, 57, pp. 91-103. (doi: 10.1093/jopedu/qhac001)

Doyle, L., Wang, G. (2023) Strengthening precarity? A critical analysis of education and training programmes in the UK (Scotland) Education and Training, 65, pp. 74-87. (doi: 10.1108/ET-03-2022-0122)

Chang, Y.-Y., Kao, C.-P., Lin, K.-Y., Osborne, M. (2023) Factors driving volunteers’ interest in science careers: self-efficacy, social support and satisfaction. Current Psychology, (doi: 10.1007/s12144-023-04266-0)

Fassetta, G., Imperiale, M. G., Hirsu, L., Alshobaki, S. (2023) Welcoming Languages.

Hand, C. J. (2023) Neurodiverse undergraduate Psychology students’ experiences of presentations in education and employment. Journal of Applied Research in Higher Education, (doi: 10.1108/JARHE-03-2022-0106)

Elliot, D.L., Swingler, M., Gardani, M., Pacheco, E.-M., Boyle, J. (2023) ‘Let’s talk about well-being!’: Fostering interdependence in doctoral communities. Springer

Sidat, S. M., Giannakopoulou, A., Hand, C. J., Ingram, J. (2023) Dual-task decrements in mono-, bi- and multilingual participants: evidence for multilingual advantage. Laterality, 28, pp. 73-95. (doi: 10.1080/1357650X.2023.2178061)

McGrath, S., Openjuru, G. L., Lotz-Sisitka, H., Allais, S., Zeelen, J., Wedekind, V., Ramsarup, P., Monk, D., Metelerkamp, L., Russon, J.-A., Kyaligonja, B., Robbins, G., Adrupio, S., Ocan, D., Nyeko, K., Primo, A., Molebatsi, P., Tshabalala, T., Muhangi, S., Openjuru, M. (2023) Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective. Bristol University Press

Scott, G. G., Pinkosova, Z., Jardine, E., Hand, C. J. (2023) “Thinstagram”: image content and observer body satisfaction influence the when and where of eye movements during Instagram image viewing. Computers in Human Behavior, 138, (doi: 10.1016/j.chb.2022.107464)

Imperiale, M. G., Fassetta, G., Alshobaki, S. (2023) 'I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic. Language and Intercultural Communication, 23, pp. 367-384. (doi: 10.1080/14708477.2023.2168010)

(2023) Adult Education and Social Justice: International Perspectives. (doi: 10.36253/979-12-215-0253-4)

Taylor, H., Hand, C. J., Howman, H., Filik, R. (2023) Autism, attachment, and alexithymia: investigating emoji comprehension. International Journal of Human–Computer Interaction, (doi: 10.1080/10447318.2022.2154890)

Rough, D., De Paoli, S., Wilson, A. (2023) Commonshare: a new approach to social reputation for online collaborative communities. Social Science Computer Review, 41, pp. 4-26. (doi: 10.1177/08944393211028191)

Osborne, M. (2023) Research Lifelong Learning: then and now. LIT Verlag

Osborne, M. (2023) Strengthening capacity to address urban, health and education challenges in fast-growing cities and neighbourhoods. Firenze University Press

Slowey, M., Hinzen, H., Omolewa, M., Osborne, M. (2023) The legacy of Lalage Bown: an inclusive and post-colonial vision for adult learning and education. Firenze University Press

Slade, B., Dagar, P. (2023) Tracing longitudinal impact of Professor Lalage Bown: international master in adult education for social change. Firenze University Press

Dai, K., Elliot, D. L. (2023) ‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China. Oxford Review of Education, 49, pp. 588-603. (doi: 10.1080/03054985.2022.2123309)

Elliot, D.L., Ohlsen, S., Guccione, K., Daley, R.A., Blackmore, C. (2023) “The PhD is a personal individual struggle … but you don’t have to struggle alone”: Supervisors’ perspectives of international scholars’ well-being. Edward Elgar Publishing Limited

Di Marco Campbell, L. R. (2022) Five radical books coming in Early 2023. Left Ungagged,

Daniels, S. (2022) Incorporating the Convention on the Rights of the Child in Scottish education. Human Rights Education Review, 5, pp. 48-67. (doi: 10.7577/hrer.4771)

Trenholm-Jensen, E. A., Burns, L., Trenholm, J. E., Hand, C. J. (2022) Beyond tingles: an exploratory qualitative study of the Autonomous Sensory Meridian Response (ASMR) PLoS ONE, 17, (doi: 10.1371/journal.pone.0277962)

Hand, C. J., Burd, K., Oliver, A., Robus, C. M. (2022) Interactions between text content and emoji types determine perceptions of both messages and senders. Computers in Human Behavior Reports, 8, (doi: 10.1016/j.chbr.2022.100242)

McGrath, S. (2022) Skills futures in Africa. Prospects, 52, pp. 325-341. (doi: 10.1007/s11125-022-09622-9)

de Oca, R. M., Di Marco Campbell, L. R. (2022) Kubazuela: Remembering a Caribbean anarchist punk connection between Cuba and Venezuela (‘with rum but without Coca-Cola’) Active Distribution

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Campbell, L. (2020) The Deaths, Legacies, & Emergence of Sporting Icons.

Lido, C., Mason, P., Hong, J., Gorash, N., Anejionu, O. C.D., Osborne, M. (2020) Integrated multimedia city data: exploring learning engagement and greenspace in Glasgow. Built Environment, 46, pp. 574-598. (doi: 10.2148/benv.46.4.574)

Campbell, L. (2020) Queer activism in leftwing spaces.

Osborne, M. (2020) Community-Based Participatory Research & Learning Cities, Summary of Webinar 5 of UNESCO/PASCAL Observatory Webinar Series 'Learning Cities’ COVID-19 recovery: from research to practice - The challenge of inclusion'

UNESCO Institute for Lifelong Learning, , Hernandez Mendoza, S., Lido, C. (2020) The challenge of developing the role of TVET, business learning and entrepreneurship. Summary of Webinar 3 of UNESCO/PASCAL Observatory Webinar Series 'Learning Cities’ COVID-19 recovery: from research to practice - The challenge of inclusion'

Brown, M., Gravani, M. N., Slade, B., Jōgi, L. (2020) Integrating migrants through adult language programmes: a comparative case study of four European countries. Emerald Publishing Limited

Ingram, J., Hand, C. J. (2020) Words from the wizarding world: fictional words, context, and domain knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46, pp. 2179-2192. (doi: 10.1037/xlm0000946)

Campbell, L. (2020) Many voices: an introduction to queer Scotland today.

Hayward, L., Makara Fuller, K., MacBride, G., Morrison-Love, D., Spencer, E., Barnes, J., Davies, H., Hughes, S., Ryder, N., Nanna, E., Stacey, D., Wallis, R. (2020) So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales.

Davis, R. A., Conroy, J. C., Clague, J. (2020) Schools as factories: the limits of a metaphor. Journal of Philosophy of Education, 54, pp. 1471-1488. (doi: 10.1111/1467-9752.12525)

Hong, J., Thakuriah, P. (V.), Mason, P., Lido, C. (2020) The role of numeracy and financial literacy skills in the relationship between information and communication technology use and travel behaviour. Travel Behaviour and Society, 21, pp. 257-264. (doi: 10.1016/j.tbs.2020.07.007)

McGrath, S., Ramsarup, P., Zeelen, J., Wedekind, V., Allais, S., Lotz-Sisitka, H., Monk, D., Openjuru, G., Russon, J.-A. (2020) Vocational education and training for African development: a literature review. Journal of Vocational Education and Training, 72, pp. 465-487. (doi: 10.1080/13636820.2019.1679969)

Schuller, T., Biao, I., Osborne, M. (2020) Rethinking Lifelong Learning within Current Contexts of Time and Space. EcCoWell2 Briefing Paper 7.

Campbell, L. R. (2020) Fifty days of struggle: Robert Danilczuk's ongoing protest & hunger strike.

Campbell, L. (2020) Votes behind bars: recognising humanity, avoiding responsibility, & lessons from David Graeber.

Ingram, J., Maciejewski, G., Hand, C. J. (2020) Changes in diet, sleep, and physical activity are associated with differences in negative mood during COVID-19 lockdown. Frontiers in Psychology, 11, (doi: 10.3389/fpsyg.2020.588604)

Rowell, C., Osborne, M. (2020) Beyond schooling: learning cities and adult education in the Global South. Oxford University Press

Roebuck, D. C., Reid, K. (2020) How trainee therapists experience resilience: an interpretative phenomenological analysis. Counselling and Psychotherapy Research, 20, pp. 545-555. (doi: 10.1002/capr.12286)

Davis, R. A. (2020) Mother at the source: Romanticism and infant education. Palgrave Macmillan

Lido, C., Hernandez Mendoza, S. (2020) Learning Cities’ COVID-19 recovery: from research to practice - The challenge of measurement, planning and evaluation. Summary of Webinar 2 of UNESCO/PASCAL Observatory Webinar Series 'Learning Cities’ COVID-19 recovery: from research to practice - The challenge of inclusion'

Mahon, M., Donaldson, M., Wardle, G., King, J., Harper, S. (2020) Project initiation workflow for research involving personal data. (doi: 10.36399/gla.pubs.202746)

Elliot, D. L., Dangeni, , He, R., Pacheco, E.-M., Balgabekova, D., Tripornchaisak, N., Makara, K. (2020) Considerations for designing pandemic-friendly research. International Journal of Social Research Methodology [Blog], pp. 12 Aug.

Imperiale, M. G. (2020) (In)articulability of pain and trauma: idioms of distress in the Gaza Strip. Multilingual Matters

Robus, C. M., Hand, C. J., Filik, R., Pitchford, M. (2020) Investigating effects of emoji on neutral narrative text: evidence from eye movements and perceived emotional valence. Computers in Human Behavior, 109, (doi: 10.1016/j.chb.2020.106361)

Osborne, M., Hernandez Mendoza, S., Torres Gomez, J., Wheeler, L. (2020) The challenge of inclusion in learning cities, building on the work of the Fourth International Conference on Learning Cities. Summary of Webinar 1 of UNESCO/PASCAL Observatory Webinar Series 'Learning Cities’ COVID-19 recovery: from research to practice - The challenge of inclusion'

Gauchotte-Lindsay, C., Nicoll Baines, K., Cebula, C., Mulvana, H., Lido, C., Hedge, N. (2020) Mrs0479 - Unequal impact: Coronavirus (Covid-19) and the impact on people with protected characteristics.

Black, E., Makara, K. (2020) Learning Together Through Feedback.

de Carvalho, E., Skipper, Y. (2020) A two-component growth mindset intervention for young people with SEND. Journal of Research in Special Educational Needs, 20, pp. 195-205. (doi: 10.1111/1471-3802.12472)

Campbell, L. (2020) A working class gem: remembering Michael Marra, the 'Bard of Dundee' Lumpen: A Journal for Poor and Working Class Writer,

Daley, R., Guccione, K., Elliot, D. L., Blackmore, C., Ohlsen, S. (2020) Developing a toolkit to support supervisors to enhance PGR wellbeing.

Elliot, D. L., Pringle Barnes, G. (2020) The hidden curriculum among international postgraduate students.

Wilson, A. (2020) Pedagogies of Difference and Desire in Professional Learning: Plugging in to shared images. Cambridge Scholars Publishing

Campbell, L. (2020) The Old World is Dying.

Campbell, L. (2020) Unwanted time alone: emotional and mental isolation during lockdown.

Hughes, S., Makara, K., Stacey, D. (2020) Cynnydd dysgu yn y dyniaethau: canfod tensiynau wrth gyfleu cynnydd yn y dyniaethau yng Nghymru. Curriculum Journal, 31, pp. e104-e118. (doi: 10.1002/curj.51)

Sereno, S. C., Hand, C. J., Shahid, A., Mackenzie, I. G., Leuthold, H. (2020) Early EEG correlates of word frequency and contextual predictability in reading. Language, Cognition and Neuroscience, 35, pp. 625-640. (doi: 10.1080/23273798.2019.1580753)

Hughes, S., Makara, K., Stacey, D. (2020) Learning progression in the humanities: identifying tensions in articulating progression in humanities in Wales. Curriculum Journal, 31, pp. 276-289. (doi: 10.1002/curj.28)

Osborne, M. (2020) University-community partnerships. SAGE

Carruthers, M., Cairns, L., Reid, K., Lido, C. (2020) Covid-19 and Food Train - More Food Security, Kindness and Dedication to Vulnerable Older People at Home.

Campbell, L. (2020) A call for solidarity. Concept: The Journal of Contemporary Community Education Practice and Theory, 11,

Elliot, D. L., Ohlsen, S., Blackmore, C., Guccione, K., Daley, R. (2020) ‘It’s About Academia, But it’s Not All About Academia’: International doctoral researchers' psychological well-being.

Reid, K. (2020) Bringing food insecurity and the role of the charity sector into sharp focus during time of Covid-19: researcher reflections.

Lido, C., Reid, K., Osborne, M. (2020) Blurring boundaries: exploring the potential for ‘Big Data’ to address inequalities in lifewide learning engagement. Springer

Fogarty, M., Elliot, D. L. (2020) The role of humour in the social care professions: an exploratory study. British Journal of Social Work, 50, pp. 778-796. (doi: 10.1093/bjsw/bcz027)

Khairani, A. Z., Makara, K. A. (2020) Examining the factor structure of the teachers’ sense of efficacy scale with Malaysian samples of in-service and pre-service teachers. Pertanika Journal of Social Science and Humanities, 28, pp. 309-323.

Blackmore, C., Elliot, D. L. (2020) ‘Are you OK?’: International Doctoral Student Mental Health From a Supervisor Perspective.

Fu, Z., Ji, C.-H., Weiss-Krumm, H., Wang, G., Ma, Y. (2020) Chinese-to-English phonetic transfer of Chinese university EFL students. Asian Journal of Applied Linguistics, 7, pp. 18-31.

Campbell, L., Hay, N. (2020) Show racism the red card. Routledge

Bagnall, C. L., Skipper, Y., Fox, C. L. (2020) ‘You're in this world now’: students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. British Journal of Educational Psychology, 90, pp. 206-226. (doi: 10.1111/bjep.12273)

Bengsten, S. S.E., Elliot, D. L., Guccione, K., Kobayashi, S. (2020) The Hidden Curriculum in Doctoral Education.

Scott, G. G., Brodie, Z. P., Wilson, M. J., Ivory, L., Hand, C. J., Sereno, S. C. (2020) Celebrity abuse on Twitter: the impact of tweet valence, volume of abuse, and dark triad personality factors on victim blaming and perceptions of severity. Computers in Human Behavior, 103, pp. 109-119. (doi: 10.1016/j.chb.2019.09.020)

Thakuriah, P. (V.), Sila-Nowicka, K., Hong, J., Boididou, C., Osborne, M., Lido, C., McHugh, A. (2020) Integrated Multimedia City Data (iMCD): a composite survey and sensing approach to understanding urban living and mobility. Computers, Environment and Urban Systems, 80, (doi: 10.1016/j.compenvurbsys.2019.101427)

Blackmore, C., Ohlsen, S., Guccione, K., Elliot, D. (2020) Are you ok?’ Mental health and wellbeing of international doctoral students in the UK: an investigation of supervisors’ understanding and existing support provision.

Sheridan, L. A. (2020) Community development - a value-driven affair. Radical Community Work Journal, 4,

Mukwambo, P. (2020) Policy and practice disjunctures: quality teaching and learning in Zimbabwean higher education. Studies in Higher Education, 45, pp. 1249-1260. (doi: 10.1080/03075079.2019.1596075)

Elliot, D. L. (2020) Publishing with dissertation students: A covert strategy for developing psychology students’ employability skills? Psychology Teaching Review, 26, pp. 96-102.

Lee, S., Elliot, D. L. (2020) Re-imagining international doctoral students as diasporic academics. Springer

Osborne, M. (2020) The University of the Third Age in the UK. In Duke, C. & Hinzen, H. (Eds.) (2020) Voluntary-based Study Circles and Related Municipal Policies: International Best Practices.

Fassetta, G., Imperiale, M. G., Aldegheri, E., Al-Masri, N. (2020) The role of stories in the design of an online language course: ethical considerations on a cross-border collaboration between the UK and the Gaza Strip. Language and Intercultural Communication, 20, pp. 181-192. (doi: 10.1080/14708477.2020.1722145)

Skipper, Y., Douglas, K. M. (2019) Examining teachers’ ratings of feedback following success and failure: a study of Chinese English teachers. British Journal of Educational Psychology, 89, pp. 804-817. (doi: 10.1111/bjep.12261)

Guccione, K., Elliot, D. (2019) How much do we appreciate international postgraduate researcher’s psychological wellbeing? Perspectives from their first port of call.

Cai, L., Dangeni, D., Elliot, D. L., He, R., Liu, J., Makara, K. A., Pacheco, E.-M., Shih, H.-Y., Wang, W., Zhang, J. (2019) A conceptual enquiry into communities of practice as praxis in international doctoral education. Journal of Praxis in Higher Education, 1, pp. 11-36. (doi: 10.47989/kpdc74)

Skipper, Y. (2019) Higher education psychology teacher of the year: Finalist case study 2019. Psychology Teaching Review, 25, pp. 114-117.

Makara, K. A. (2019) Social goals in context: Asian students. Routledge

Elliot, D.L. (2019) Exposing the Hidden Curriculum in International Doctoral Contexts.

Toye, M. K., Wilson, C., Wardle, G. A. (2019) Education professionals’ attitudes towards the inclusion of children with ADHD: the role of knowledge and stigma. Journal of Research in Special Educational Needs, 19, pp. 184-196. (doi: 10.1111/1471-3802.12441)

de Carvalho, E., Skipper, Y. (2019) “We’re not just sat at home in our pyjamas!”: a thematic analysis of the social lives of home educated adolescents in the UK. European Journal of Psychology of Education, 34, pp. 501-516. (doi: 10.1007/s10212-018-0398-5)

Sheridan, L., Martin, H., McDonald, A. (2019) Community Development Jigsaw.

Blackmore, C., Ohlsen, S., Guccione, K., Elliot, D.L., Daley, R. (2019) ‘Are you OK?’ Mental Health and Wellbeing of International Doctoral Students in the UK: an Investigation of Supervisors’ Understanding and Existing Support Provision.

Daley, R., Elliot, D.L. (2019) Untangling the Evidence! How Well do we Understand the International PGR Student Experience in the UK?

Mkwananzi, F., Mukwambo, P. (2019) Widening participation in higher education for marginalised migrant youth through flexible teaching and learning mechanisms. Widening Participation and Lifelong Learning, 21, pp. 100-119. (doi: 10.5456/WPLL.21.2.100)

Zhai, K., Gao, X., Wang, G. (2019) Factors for Chinese students choosing Australian higher education and motivation for returning: a systematic review. SAGE Open, 9, pp. 1-11. (doi: 10.1177/2158244019850263)

Nicholson, J. (2019) Policy Research Action with Women in Scotland: Written evidence submitted by PRAXXIS Women to the Scottish Affairs Committee Inquiry on Drug Use.

Elliot, D. L., He, R., Dangeni, (2019) Setting and adjusting experiences of supervision. Emerald

Lido, C., Reid, K., Osborne, M. (2019) Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys, GPS, and social media. Oxford Review of Education, 45, pp. 279-295. (doi: 10.1080/03054985.2018.1554531)

Tiffany Leung, H. T., Wincenciak, J. (2019) Discrepancy between first impression and social description, and its effect on people’s attitude. Humanities and Social Sciences Reviews, 7, pp. 11-18. (doi: 10.18510/hssr.2019.712)

O’Shea, J., McGrath, S. (2019) Contemporary factors shaping the professional identity of occupational therapy lecturers. British Journal of Occupational Therapy, 82, pp. 186-194. (doi: 10.1177/0308022618796777)

Hulme, J.A., Stanyard, R., Kent, A., Skipper, Y. (2019) Making a difference with psychology: case study. Routledge

Scott, G. G., Wiencierz, S., Hand, C. J. (2019) The volume and source of cyberabuse influences victim blame and perceptions of attractiveness. Computers in Human Behavior, 92, pp. 119-127. (doi: 10.1016/j.chb.2018.10.037)

Wilson, A., De Paoli, S. (2019) On the ethical and political agency of online reputation systems. First Monday, 24, (doi: 10.5210/fm.v24i2.9393)

Vanderhoven, E., Bravo, A., Valiente, O., Hermannsson, K., Lowden, K., Doyle, L., Schweisfurth, M., Capsada-Munsech, Q. (2019) YOUNG_ADULLLT Scotland: Key Messages for Scottish Policy Actors. University of Glasgow,

Branney, P., Reid, K., Frost, N., Coan, S., Mathieson, A., Woolhouse, M. (2019) A context-consent meta-framework for designing open (qualitative) data studies. Qualitative Research in Psychology, 16, pp. 483-502. (doi: 10.1080/14780887.2019.1605477)

Enslin, P., Hedge, N. (2019) Academic friendship in dark times. Ethics and Education, 14, pp. 383-398. (doi: 10.1080/17449642.2019.1660457)

Sheridan, L. (2019) Being an adult learner in austere times: exploring the contexts of higher, further and community education. International Journal of Lifelong Education, 38, pp. 478-480. (doi: 10.1080/02601370.2019.1615209)

Karlidag-Dennis, E., McGrath, S., Stevenson, H. (2019) Educational policy-making and hegemony: monolithic voices from civil society. British Journal of Sociology of Education, 40, pp. 1138-1153. (doi: 10.1080/01425692.2019.1647091)

Elliot, D. L., Kobayashi, S. (2019) How can PhD supervisors play a role in bridging academic cultures? Teaching in Higher Education, 24, pp. 911-929. (doi: 10.1080/13562517.2018.1517305)

Daniels, S. (2019) Human Rights Education in Scotland: Challenges and Opportunities.

Britton, A., Schweisfurth, M., Slade, B. (2019) Of myths and monitoring: learner-centred education as a political project in Scotland. Comparative Education, 55, pp. 30-46. (doi: 10.1080/03050068.2018.1541667)

Mukwambo, P. (2019) Quality in Higher Education as a Tool for Human Development: Enhancing Teaching and Learning in Zimbabwe. Routledge

Campbell, L. (2019) Resisting conservative-led austerity: activist peer-education in Glantaff Farm Estate (Wales) and Greater Pilton (Scotland) Publishing House of the Maria Grzegorzewska University

Azizi, N., Borkowska, K., Houston, M., Ketuly, K., Mohammad, S. A., Mwaikokesya, M., Neary, J., Nherera, C., Osborne, M., Reyes, Z., Swanepoel, E. (2019) The Role of Higher Education for Displaced and Marginalized Peoples – The SUEUAA Project.

Skipper, Y., de Carvalho, E. (2019) “I have seen the opportunities that science brings”: encouraging girls to persist in science. Educational Forum, 83, pp. 199-214. (doi: 10.1080/00131725.2019.1576820)

Elliot, D.L., Guccione, K., Bengsten, S.S.E. (2018) Feasible Utopias in Doctoral Education: a Research Based Model for Expanded Doctoral Pedagogy.

Sheridan, L. (2018) What Freire means to me. Concept: The Journal of Contemporary Community Education Practice and Theory, 9, pp. 48-51.

Livingston, K., Doherty, C., Lido, C., Cassar, R., Dunkley, R., Gale, T., Parker, S. (2018) British Council School Programmes in Scotland: an Impact Study: Final Report.

Osborne, M., Houston, M., Lido, C. (2018) The role of big data in elucidating learning cities ancient, present and future. Routledge

Zhai, K., Gao, X., Wang, G. (2018) The role of sleep quality in the psychological well-being of final year Undergraduatestudents in China. International Journal of Environmental Research and Public Health, 15, (doi: 10.3390/ijerph15122881)

Wilson, B., Osborne, M., Guevara, R. (2018) Lifelong learning and sustainable development: from the guest editors’ desk. Australian Journal of Adult Learning, 58, pp. 299-311.

Neary, J., Osborne, M. (2018) University engagement in achieving sustainable development goals: a synthesis of case studies from the SUEUAA study. Australian Journal of Adult Learning, 58,

Elliot, D.L., Guccione, K. (2018) Professional writing: What is the range? What are the challenges?

Reid, K., Elliot, D., Witayarat, N., Wilson-Smith, K. (2018) Reflecting on the Use of Photo-elicitation Methods in IPA Research. Enhancing the Interpretative Lens and Re-balancing Power Back to the Participant. A Review of Published Studies.

Elliot, D. L. (2018) Intercultural encounters: Intertwined complexities and opportunities in international students’ experience. Peter Lang

Sheridan, L. (2018) What's Love Got To Do With It? Youth Participation in North Ayrshire.

Daniels, S. J. (2018) Global Citizenship Education and Human Rights in Scottish education: an analysis of education policy. Citizenship, Social and Economics Education, 17, pp. 85-99. (doi: 10.1177/2047173418769910)

Enslin, P., Hedge, N. (2018) On peer review as the ‘gold standard’ in measuring research excellence: from secrecy to openness? Journal of Philosophy of Education, 52, pp. 379-396. (doi: 10.1111/1467-9752.12312)

Karyotis, G., Colburn, B., Doyle, L., Hermannsson, K., Mulvey, G., Skleparis, D. (2018) Building a New Life in Britain: The Skills, Experiences and Aspirations of Young Syrian Refugees.

Daley, R., Elliot, D.L. (2018) The International Doctoral Student Experience: Filling in the Blanks.

Guccione, K., Elliot, D.L., Bengsten, S.S.E. (2018) Reimagining the Doctorate: 'Feasible Utopias’ for Expanded Doctoral Education.

Campbell, L., Hay, N. (2018) A Critical Examination of Anti-Racist Initiatives Taking Place among Young Adult and Adult Association Football Fans in Contemporary Scotland.

Daley, R., Elliot, D.L., Pacheco, E.M., Witayarat, N. (2018) Where is the Evidence? The International PGR Experience.

Borkowska, K., Osborne, M. (2018) Locating the fourth helix: rethinking the role of civil society in developing smart learning cities. International Review of Education, 64, pp. 355-372. (doi: 10.1007/s11159-018-9723-0)

Reid, L., Kydd, A., Slade, B. (2018) An inquiry into what organised difficult advance care planning conversations in a Scottish residential care home using institutional ethnography. Journal of Research in Nursing, 23, pp. 220-236. (doi: 10.1177/1744987118756477)

Osborne, M. (2018) Editorial. Journal of Adult and Continuing Education, 24, pp. 3-4. (doi: 10.1177/1477971418774088)

McGrath, S. (2018) Education and Development. Routledge

Howitt, S. M., Wilson, A. N. (2018) Reflecting on the use and abuse of scientific data facilitates students’ ethical and epistemological development. Science Education, 102, pp. 571-592. (doi: 10.1002/sce.21333)

Elliot, D.L. (2018) Critical Insights on Inherent Opportunities and Complexities Presented by Educational Sojourns.

Hayward, L. et al. (2018) CAMAU Project: Research Report (April 2018)

Sheridan, L. (2018) From Brazil with love youth participation practice in Scotland. Palgrave Macmillan

Lido, C., Reid, K., Osborne, M. (2018) Big Data, Lifelong Learning and Learning Cities: Promoting City-Discourse on Social Inequalities in Learning.

Elliot, D. L., Houston, M., Makara, K., Reid, K., Lido, C. (2018) Enhancing the Experience of International Doctoral Researchers - Key Messages.

Sereno, S. C., Hand, C. J., Shahid, A., Yao, B., O'Donnell, P. J. (2018) Testing the limits of contextual constraint: Interactions with word frequency and parafoveal preview during fluent reading. Quarterly Journal of Experimental Psychology, 71, pp. 302-313. (doi: 10.1080/17470218.2017.1327981)

Tibbitt, J., Osborne, M., Borkowska, K. (2018) Cities, businesses, innovation and learning. Rubbettino Editore

Wilson, A., De Paoli, S., Forbes, P., Sachy, M. (2018) Creating personas for political and social consciousness in HCI design. Persona Studies, 4, pp. 25-46. (doi: 10.21153/psj2018vol4no2art736)

Wilson, A., Howitt, S. M. (2018) Developing critical being in an undergraduate science course. Studies in Higher Education, 43, pp. 1160-1171. (doi: 10.1080/03075079.2016.1232381)

Edwards, R., McDonnell, D., Simpson, I., Wilson, A. (2018) Educational backgrounds, project design and inquiry learning in citizen science. Routledge

Davis, R. A. (2018) Ethics, epistemology and the post-Humboldtian university. Springer

Fassetta, G., Imperiale, M. G. (2018) Indigenous Engagement, Research Partnerships, and Knowledge Mobilisation: Think Piece.

Campbell, L., Hay, N. (2018) Organisation case study of show racism the red card Scotland. Radical Community Work Journal, 3,

Davis, R. A. (2018) The funding of Higher Education: Lessons from Europe's past. Springer

Campbell, L. (2017) Review: shaping the future: a new radical learning network. Concept: The Journal of Contemporary Community Education Practice and Theory, 8,

Kandrik, M., Hahn, A. C., Han, C., Wincenciak, J., Fisher, C. I., Debruine, L., Jones, B. C. (2017) Does the interaction between cortisol and testosterone predict men's facial attractiveness? Adaptive Human Behavior and Physiology, 3, pp. 275-281. (doi: 10.1007/s40750-017-0064-1)

Reid, K. (2017) Adventures in design and data - how good design took big data to IKEA.

Shim, S. S., Wang, C., Makara, K., Xu, X.-G., Xie, L.-N., Zhong, M. (2017) College students’ social goals and psychological adjustment: mediation via emotion regulation. Journal of College Student Development, 58, pp. 1237-1255.

Imperiale, M. G., Phipps, A., Al-Masri, N., Fassetta, G. (2017) Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine. British Council

Crossley, M., Koya Vaka’uta, C. F., Lagi, R., McGrath, S., Thaman, K. H., Waqailiti, L. (2017) Quality education and the role of the teacher in Fiji: mobilising global and local values. Compare: A Journal of Comparative and International Education, 47, pp. 872-890. (doi: 10.1080/03057925.2017.1338938)

Russell, K. J., Hand, C. J. (2017) Rape myth acceptance, victim blame attribution and Just World Beliefs: a rapid evidence assessment. Aggression and Violent Behavior, 37, pp. 153-160. (doi: 10.1016/j.avb.2017.10.008)

Doyle, L. (2017) YOUNG_ADULLLT Work Package 5: Qualitative Analysis.

Imperiale, M. G. (2017) A capability approach to language education in the Gaza Strip: “To plant hope in a land of despair” Critical Multilingualism Studies, 5, pp. 37-58.

Hayward, E., Morrison-Love, D., Makara Fuller, K., Spencer, E., Hughes, S., Ryder, N., MacBride, G. (2017) CAMAU Project: Progression Frameworks and Progression Steps.

Osborne, M., Borkowska, K. (2017) A European lens upon adult and lifelong learning in Asia. Asia Pacific Education Review, 18, pp. 269-280. (doi: 10.1007/s12564-017-9479-4)

Rajaram, R., Castellani, B., Wilson, A. (2017) Advancing Shannon entropy for measuring diversity in systems. Complexity, 2017, (doi: 10.1155/2017/8715605)

Osborne, M. (2017) Editorial. Journal of Adult and Continuing Education, 23, pp. 3-4. (doi: 10.1177/1477971417708930)

Elliot, D. L., Houston, M., Makara, K., Reid, K. (2017) ESRC IAA Workshop: Towards Maximising International PhD Students' Experience: Extended Summary.

Wilson, A., Thompson, T. L., Watson, C., Drew, V., Doyle, S. (2017) Big data and learning analytics: singular or plural? First Monday, 22, (doi: 10.5210/fm.v22i4.6872)

Bader, L. R., McGrath, S., Rouse, M. J., Anderson, C. (2017) A conceptual framework toward identifying and analyzing challenges to the advancement of pharmacy. Research in Social and Administrative Pharmacy, 13, pp. 321-331. (doi: 10.1016/j.sapharm.2016.03.001)

McGrath, S., Madziva, R., Thondhlana, J. (2017) Rethinking the employability of international graduate migrants: reflections on the experiences of Zimbabweans with degrees from England. Journal of Further and Higher Education, 41, pp. 238-259. (doi: 10.1080/0309877X.2015.1062853)

Branney, P., Woolhouse, M., Reid, K. (2017) The ‘innocent collection of details’ and journal requests to make qualitative datasets public post-consent: Open access data, potential author response and thoughts for future studies. QMiP Bulletin, 23, pp. 19-23.

Kandrik, M., Hahn, A. C., Fisher, C. I., Wincenciak, J., Debruine, L. M., Jones, B. C. (2017) Are physiological and behavioral immune responses negatively correlated? Evidence from hormone-linked differences in men's face preferences. Hormones and Behavior, 87, pp. 57-61. (doi: 10.1016/j.yhbeh.2016.10.021)

Elliot, D. (2017) 53 Ways to Enhance Researcher Development. Rob Daley, Kay Guccione and Steve Hutchinson. Studies in Graduate and Postdoctoral Education, 8, pp. 220-223. (doi: 10.1108/SGPE-D-17-00037)

Lee, H.-J., Lee, J., Makara Fuller, K. A., Fishman, B. J., Teasley, S. D. (2017) A cross-cultural comparison of college students' learning strategies for academic achievement between South Korea and the USA. Studies in Higher Education, 42, pp. 169-183. (doi: 10.1080/03075079.2015.1045473)

Elliot, D. L., Reid, K., Baumfield, V. (2017) Capturing visual metaphors and tales: innovative or elusive? International Journal of Research and Method in Education, 40, pp. 480-496. (doi: 10.1080/1743727X.2016.1181164)

Elliot, D.L., Kobayashi, S. (2017) Do PhD Supervisors Play a Role in Bridging Academic Cultures?

Elliot, D. L. (2017) Empowering International Students by Embedding Formative Experience in Course Design.

Osborne, M. (2017) Foreword. Palgrave Macmillan

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Cheng, M., Kitigawa, F., Osborne, M. (2017) The evolution of internationalisation strategy: a case study of the University of Nottingham in China. International Journal of Knowledge-Based Development, 8, (doi: 10.1504/IJKBD.2017.10007519)

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Cruwys, T., Gaffney, A. M., Skipper, Y. (2017) Uncertainty in transition: The influence of group cohesion on learning. Routledge

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Kandrik, M., Hahn, A. C., Wincenciak, J., Fisher, C. I., Pisanski, K., Feinberg, D. R., Debruine, L. M., Jones, B. C. (2016) Are men's perceptions of sexually dimorphic vocal characteristics related to their testosterone levels? PLoS ONE, 11, (doi: 10.1371/journal.pone.0166855)

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Osborne, M., Lido, C. (2016) Big Data Techniques to Improve Learning Access and Citizen Engagement for Adults in Urban Environments.

Osborne, M., Laitinen, L., Stenvall, J. (2016) Complex regional innovation networks and HEI engagement the case of Chicago. International Journal of Knowledge-Based Development, 7, (doi: 10.1504/IJKBD.2016.076462)

Elliot, D., Baumfield, V., Reid, K., Makara Fuller, K. (2016) Critical Insights from Successful International Student Sojourners.

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Makara Fuller, K. (2016) Examining the Academic and Social Goals of Adolescents Who Excel Academically, Socially, in Both Areas, and in Neither.

Benneworth, P., Osborne, M. (2016) Institutional approaches to supporting university entrepreneurship education: fitting entrepreneurship within university institutional architectures. Journal of the European Higher Education Area, 2-2016, pp. 1-26.

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Houston, M., Osborne, M., Rimmer, R. (2015) Private schooling and entry to medicine: a case study using matched samples and causal mediation analysis. BMC Medical Education, 15, (doi: 10.1186/s12909-015-0415-1)

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Jones, B. C., Hahn, A. C., Fisher, C. I., Wincenciak, J., Kandrik, M., Roberts, S. C., Little, A. C., Debruine, L. M. (2015) Facial coloration tracks changes in women's estradiol. Psychoneuroendocrinology, 56, pp. 29-34. (doi: 10.1016/j.psyneuen.2015.02.021)

Hall, S., Lowden, K., Wardle, G., Watters, N., Hermannsson, K., Friel, N., Hermannsson, K., Renfrewshire Council, , Macmillan-Currie, J. (2015) Renfrewshire Families First Evaluation.

Osborne, M. (2015) Editorial. Journal of Adult and Continuing Education, 21, pp. 1-2. (doi: 10.7227/JACE.21.1.1)

Conroy, J.C., Lundie, D., Davis, R.A., Baumfield, V., Barnes, L.P., Gallagher, T., Lowden, K., Bourque, N., Wenell, K. (2015) Does Religious Education Work? A Multi-dimensional Investigation [New Paperback Edition with Corrections] Bloomsbury

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Osborne, M., Rimmer, R., Houston, M. (2015) Adult access to higher education: an international overview. UNESCO Institute for Lifelong Learning

Skipper, Y. (2015) An evaluation of an intervention to change first-year psychology students’ theory of intelligence. Psychology Teaching Review, 21, pp. 69-80.

Ledger, A., Slade, B. (2015) Coproduction without experts: a study of people involved in community health and wellbeing service delivery. Studies in Continuing Education, 37, pp. 157-169. (doi: 10.1080/0158037X.2015.1022718)

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Houston, M., Osborne, M. (2015) External stakeholders, collaborations and partnerships in WBL with Higher Education Institutions in the UK: context and cases.

Davis, R. A. (2015) Hermeneutics of linguistic ethnography: teachers and students losing and finding their voices. Springer

Reid, K., Elliot, D., Baumfield, V. (2015) In Pursuit of 'A Third Space': Strengthening the Links Between Research and Practice for International PhD Students.

Cheng, M., Kitagawa, F., Osborne, M., Duke, C. (2015) Internationalisation as University Business Model Innovation: A Case Study of the University of Nottingham.

Bystrova, T.Y., Larionova, V.A., Osborne, M., Platonov, A.M. (2015) Introduction of open E-learning system as a factor of regional development. Èkonomika Regiona = Economy of Region, pp. 226-237. (doi: 10.17059/2015-4-18)

Osborne, M., Lido, C. (2015) Lifelong learning and big data. DVV International

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Davis, R. A. (2015) Postliberal education. Ethics and Education, 10, pp. 23-35. (doi: 10.1080/17449642.2014.998024)

Elliot, D., Reid, K., Baumfield, V. (2015) Reaching new heights and capturing complexity: a case for greater use of visual methods in qualitative research.

Krüger, K., Duch, N., Parellada, M., Osborne, M., Mariani, M., Jiménez, L. (2015) Social efficiency of tertiary lifelong: first insights from a European research project. UNESCO Institute for Lifelong Learning

Makara Fuller, K. A., Fishman, B., Karabenick, S. A., Teasley, S. (2015) Students’ interpersonal connections with peers and staff at the start of higher education.

Makara Fuller, K., Karabenick, S. (2015) Teacher Help-Seeking Beliefs and Help-Seeking Networks.

McLean Davies, L., Dickson, B., Rickards, F., Dinham, S., Conroy, J., Davis, R. (2015) Teaching as a clinical profession: translational practices in initial teacher education – an international perspective. Journal of Education for Teaching, 41, pp. 514-528. (doi: 10.1080/02607476.2015.1105537)

Baumfield, V., Elliot, D., Reid, K. (2015) The Academic Journeys of International Postgraduate Students.

(2015) The Role of Higher Education in Regional and Community Development and in the Time of Economic Crisis.

Benneworth, P., Osborne, M. (2015) Understanding Universities and Entrepreneurship Education: Towards a Comprehensive Future Research Agenda. CR&DALL