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Cheu, Hoi F., Sameshima, Pauline, Strasser, Roger, Clithero-Eridon, Amy R., Ross, Brian, Cameron, Erin, Preston, Robyn, Allison, Jill, and Hu, Connie (2023) Teaching compassion for social accountability: A parallaxic investigation. Medical Teacher, 45 (4). pp. 404-411.

Chaw, Lee, and Tang, Chun Meng (2022) Exploring the role of learner characteristics in learners’ learning environment preferences. International Journal of Educational Management, 37 (1). pp. 37-54.

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Churchill, Meryl Pearce, Lindsay, Daniel, Crowe, Melissa, Grasso, Lauretta, Mendez, Diana H., Emtage, Nickolas, and Jones, Rhondda (2022) Lessons learned while searching for meaning in doctoral completion metrics: An intra-institution case study. Issues in Educational Research, 32 (1). pp. 71-88.

Choate, Julia, Vojisavljevic, Danica, Carroll, Fiona Y., Carroll, David, Filby, Caitlin E., and Dichtl, Bernhard (2022) Recommendations for a ‘Wellbeing Curriculum’ to Mitigate Undergraduate Psychological Distress Associated with Lack of Careers Confidence and Poor University Engagement. Higher Education Studies, 12 (4). pp. 92-103.

Chaw, Lee, and Tang, Chun Meng (2022) The Relative Importance of Digital Competences for Predicting Student Learning Performance: An Importance-Performance Map Analysis. In: Proceedings of the 21st European Conference on e-Learning. pp. 61-70. From: ECEL 2022: 21st European Conference on e-Learning, 27-28 October 2022, Brighton, UK.

Chaw, Lee Yen, and Tang, Chun Meng (2021) Exploring the fit between learner characteristics and learning environments. In: Proceedings of the 20th European Conference on e-Learning. pp. 89-97. From: ECEL 2021: 20th European Conference on e-Learning, 28-29 October 2021, Berlin, Germany.

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Chaw, Lee, and Tang, Chun Meng (2018) Improving learners' inclination to complete online courses: motivation and engagement factors. In: Proceedings of the 17th European Conference on e-Learning. pp. 90-98. From: ECEL 2018: 17th European Conference on e-Learning, 1-2 November 2018, Athens, Greece.

Carter, Margaret-Anne, and Goldie, Donna (2018) Potential enablers of mental health and wellness for those teaching in tertiary education. International Journal of Innovation, Creativity and Change, 4 (3). pp. 3-20.

Chaw, Lee Yen, and Tang, Chun Meng (2018) What makes learning management systems effective for learning? Journal of Educational Technology Systems, 47 (2). pp. 152-169.

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Carter, Margaret Anne, and Goldie, Donna (2017) Educational media: potential impacts on tertiary students’ mental health. International Journal of Innovation, Creativity and Change, 3 (3). pp. 61-88.

Chaw, Lee Yen, and Tang, Chun Meng (2017) The voice of the students: needs and expectations from learning management systems. In: Proceedings of the 16th European Conference on e-Learning (ECEL 2017). pp. 116-123. From: 16th European Conference on e-Learning (ECEL 2017), 26 - 27 October 2017, Porto, Portugal.

Cheek, C, Hays, R., Allen, P., Walker, G., and Shires, L. (2017) Building a local medical workforce in Tasmania: Where are international fee-paying medical graduates likely to work? Rural and Remote Health, 17 (3). 4292. pp. 28-33.

Cheng, Ying, Lu, Shaofeng, Du, Yang, and Lim, Eng Gee (2017) Introducing online quizzes into lab-based teaching in university. International Journal of Information and Education Technology, 7 (8). pp. 571-574.

Carter, Margaret Anne, M'Balla-Ndi, Marie, van Luyn, Ariella, and Goldie, Donna (2017) Taking a stand against cyberbullying in higher education. In: Dreon, Oliver, and Polly, Drew, (eds.) Teacher Education for Ethical Professional Practice in the 21st Century. IGI Global, Hershey, PA, USA, pp. 197-235.

Carroll, Julie‐Anne, Sankupellay, Mangalam, Cornford, Michelle, and Bahir, Najmah (2016) 'Women on a Wiki': social constructivist analysis of the effectiveness of online collaborative spaces for reflective learning in women's health studies. In: Cvetkovic, Dragan, (ed.) Virtual Learning. InTechOpen, Rijeka, Croatia, pp. 87-99.

Carter, Margaret Anne, Pagliano, Paul, Knight, Cecily, and Goldie, Donna (2016) Learning about blended learning through students' experiences: an exploratory study in postgraduate guidance and counselling programs in a university with campuses in Australia and Singapore. In: Parsons, David, (ed.) Mobile and Blended Learning Innovations for Improved Learning Outcomes. IGI Global, Hershey, PA, USA, pp. 60-83.

Carter, Margaret Anne, Van Luyn, Ariella, and M'Balla-Ndi, Marie (2016) Using student videos in the prevention of cyberbullying in higher education settings. Journal of Applied Youth Studies, 1 (2). pp. 23-40.

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D'Arrietta, Louisa M., Vangaveti, Venkat N., Crowe, Melissa J., and Malau-Aduli, Bunmi S. (2022) Rethinking health professionals' motivation to do research: a systematic review. Journal of Multidisciplinary Healthcare, 15. pp. 185-216.

Delante, Nimrod L. (2020) Challenges, paradigm shift and theoretical underpinnings of learning advising in higher education: the case of an Australian university in Singapore. Journal of Applied Learning and Teaching, 3 (1). pp. 51-64.

Delaney, Deborah, Stewart, Heather, Cameron, Robyn, Cardell, Elizabeth, Carruthers, Samantha, Love, Anita, Pearson, Andrew, and Calleja, Pauline (2020) Supporting the development of program leaders in higher education: An action research case study. Australian Journal of Career Development, 29 (3). pp. 205-217.

Daniel, Ryan, and Johnstone, Robert (2017) A preliminary exploration of frameworks for building artists’ resilience. International Journal of Innovation, Creativity and Change, 3 (3). pp. 89-104.

Daniel, Ryan, and Parkes, Kelly A. (2017) Music instrument teachers in higher education: an investigation of the key influences on how they teach in the studio. International Journal of Teaching and Learning in Higher Education, 29 (1). pp. 33-46.

Delante, Nimrod L. (2017) Perceived impact of online written feedback on students' writing and learning: a reflection. Reflective Practice, 18. pp. 772-804.

Daniel, Ryan, and Johnstone, Robert (2016) Becoming an artist: exploring the motivations of undergraduate students at a regional Australian University. Studies in Higher Education, 42 (6). pp. 1015-1032.

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Eagers, Jackie, Myles, Louise, Lloyd, Natalie, and Kaesehagen, Colleen (2023) Developing teamwork skills among first-year occupational therapy students. Australian Occupational Therapy Journal, 70 (S1). p. 26.

Evans, Neus (Snowy), Inwood, Hilary, Christie, Beth, and Ärlemalm-Hagsér, Eva (2021) Comparing education for sustainable development in initial teacher education across four countries. International Journal of Sustainability in Higher Education, 22 (6). pp. 1351-1372.

Ellaway, Rachel, Van Roy, Kaatje, Preston, Robyn, Greenhill, Jennene, Clithero, Amy, Elsanousi, Salwa, Richards, Janet, Labarda, Charlie, Graves, Lisa, Mammen, Mary, Assayed, Abbas Abdalrahman, and Willems, Sara (2018) Translating medical school social missions to student experiences. Medical Education, 52 (2). pp. 171-181.

Eldridge, Kaye, Larry, Lisa, Baird, Jeanette, and Kavanamur, David (2018) A collaborative governance approach to improving tertiary education in Papua New Guinea. Asia Pacific Journal of Education, 38 (1). pp. 78-90.

Evans, Neus (Snowy), Tomas, Louisa, and Woods, Cindy (2016) Impact of sustainability pedagogies on pre-service teachers' self-efficacy. The Journal of Education for Sustainable Development, 10 (2). pp. 1-19.

Evans, Neus (Snowy) (2016) Implementing education for sustainability in higher education through student-centred pedagogies. In: Barth, Matthias, Michelsen, Gerd, Rieckmann, Marco, and Thomas, Ian, (eds.) Routledge Handbook of Higher Education for Sustainable Development. Routledge Handbooks . Routledge, Abingdon, UK, pp. 445-461.

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Forster, Bronwen, and Catterall, Janet (2021) Quick and dirty does the job. INCITE, 42 (2). p. 24.

Feakes, A.M., Palmer, E.J., Petrovski, K.R., Thomsen, D.A., Hyams, J. H., Cake, M.A., Webster, B., and Barber, S.R. (2019) Predicting career sector intent and the theory of planned behaviour: survey findings from Australian veterinary science students. BMC Veterinary Research, 15. 27.

Feoruk, Lisa, Woodend, Jon, Groen, Janet, Beek, Avis, Roy, Sylvie, Wu, Xueqin, and Li, Xiang (2018) Critical reflections in international contexts: polyethnographic accounts of an international doctoral research seminar. The Qualitative Report, 23 (5). pp. 1256-1269.

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Goldie, Donna Michelle (2021) Teaching academics and their approach for the engagement of their students: an Australian regional university qualitative case study. PhD thesis, James Cook University.

Gray, Marion, Gordon, Susan, O'Neill, Maureen, and Pearce, Wendy M. (2019) First year allied health student transition to a regional university. Australian Journal of Rural Health, 27 (6). pp. 497-504.

Gyuris, Emma (2017) Evaluating the alignment between the RSD framework and the effectiveness of 'bolted on' research skills training. In: Proceedings of the International Conference on Models of Engaged Learning and Teaching. From: I-MELT: International Conference on Models of Engaged Learning and Teaching, 11-13 December 2017, Adelaide, SA, Australia.

Guenther, John, Disbray, Samantha, Benveniste, Tessa, and Osborne, Sam (2017) 'Red dirt' schools and pathways into higher education. In: Frawley, James, Larkin, Steven, and Smith, James A., (eds.) Indigenous Pathways, Transitions and Participation in Higher Education: from policy to practice. Springer, Singapore, pp. 251-270.

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Hooley, T.J., Bennett, D., and Knight, E.B. (2023) Rationalities that underpin employability provision in higher education across eight countries. Higher Education. (In Press)

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Heng, Zealyn Shi-Lin, Koh, Darius Wen-Shuo, Yeo, Joshua Yi, Ooi, Chui-Ping, and Gan, Samuel Ken-En (2022) Effects of different delivery modes on teaching biomedical science practical skills in higher education during the 2021 pandemic measures. Biochemistry and Molecular Biology Education, 50 (4). pp. 403-413.

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Hsieh, Jasper Kun-Ting (2020) International students mobility: exploring identities and engagements. Routledge, Abingdon, UK.

Hutchings, Kate, Bainbridge, Roxanne, Bodle, Kerry, and Miller, Adrian (2019) Determinants of attraction, retention and completion for Aboriginal and Torres Strait Islander higher degree research students: a systematic review to inform future research directions. Research in Higher Education, 60 (2). pp. 245-272.

Hansen, Claire (2019) “Tongues in trees”: reimagining the regions through pastoral place-based pedagogy. Text (Special Issue 54).

Hajhashemi, Karim, and Caltabiano, Nerina (2018) Blended learning: uncovering challenges in implementing online videos in higher education. In: Redesigning Learning for Greater Social Impact: Taylor’s 9th Teaching and Learning Conference 2016 Proceedings. pp. 113-118. From: TTLC 2016: Taylor's 9th Teaching and Learning Conference, 12-13 November 2016, Subang Jaya, Malaysia.

Holmes, Colin, and Lindsay, David (2018) "Do you want fries with that?": the McDonaldization of university education — some critical reflections on nursing higher education. SAGE Open, 8 (3).

Hays, Richard (2018) Establishing a new medical school: a contemporary approach to personalizing medical education. Medical Teacher, 40 (10). pp. 990-995.

Holland, Claire, and Taylor, Donnalee (2018) Hopeful perspectives: incorporating hope theory in Australian law students' academic experience. James Cook University Law Review, 24. pp. 47-60.

Hajhashemi, Karim, Caltabiano, Nerina J., and Anderson, Neil (2018) Lecturers’ perceptions and experience of integrating online videos in higher education. Australian Educational Computing, 33 (1).

Hajhashemi, Karim, Caltabiano, Nerina, Anderson, Neil, and Tabibzadeh, Seyed Asadollah (2018) Multiple intelligences, motivations and learning experience regarding video-assisted subjects in a rural university. International Journal of Instruction, 11 (1). pp. 167-182.

Hill, Angela, Salter, Peta, and Halbert, Kelsey (2018) The critical global citizen. In: Hall, Timothy, Gray, Tonia, Downey, Greg, and Singh, Michael, (eds.) The Globalisation of Higher Education: developing internationalised education in research and practice. Palgrave Macmillan, Sydney, NSW, Australia, pp. 103-116.

Henderson, Michael, Henderson, Lynette, Grant, Scott, and Huang, Hui (2017) Cognitive engagement in virtual worlds language learning. In: Gregory, Sue, and Wood, Denise, (eds.) Authentic Virtual World Education: facilitating cultural engagement and creativity. Springer, Singapore, pp. 117-134.

Holmes, David W., Sheehan, Madoc, Birks, Melanie, and Smithson, John (2017) Development of a competency mapping tool for undergraduate professional degree programmes, using mechanical engineering as a case study. European Journal of Engineering Education, 43 (1). pp. 126-143.

Hajhashemi, Karim, Caltabiano, Nerina, and Anderson, Neil (2017) Net-Geners' perceptions of engagement through online videos. Journal of Computers in Education, 4 (3). pp. 321-337.

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Hajhashemi, Karim, Caltabiano, Nerina, and Anderson, Neil (2016) Integrating digital technologies in the classroom: lecturers’ views on flipped classroom approach. Australian and International Journal of Rural Education, 26 (3). pp. 18-29.

Holland, Claire (2016) Interfaith dialogue and higher education: education for peace. Journal of the Tertiary Campus Ministry Association, 6 (2). pp. 1-8.

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Harding, Sandra, and Harrison, Ryl (2015) Changing Times, Changing Universities: Leadership, Governance and Management in a Dynamic Environment. International Journal of Chinese Education, 4 (1). pp. 5-27.

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Jayasuria, Andrew, Wearn, Andy, Vnuk, Anna, and Bhoopatkar, Harsh (2019) Male genital examination in the medical curricula: an exploration of medical students’ experience. New Zealand Medical Student Journal, 1 (29). pp. 11-14.

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Kuttainen, Victoria, Burke, Sarah, Croft, Jade, Destefani, Karla, Hough, Tracey, and Jeffcoat, Desiree (2024) Can We Talk About How, Not Just What? Teaching Australian, Indigenous, and World Literatures in Complex Classrooms. Journal of the Association for the Study of Australian Literature. (In Press)

Knott, Gillian Jane (2023) Design, delivery, and evaluation of a preceptor training program for community pharmacists at a regional Australian University. PhD thesis, James Cook University.

Knott, Gillian J., Mylrea, Martina F., and Glass, Beverley D. (2023) Perceptions of academic staff on pharmacist preceptor roles, skills, attributes and training requirements: A qualitative report. Pharmacy Education, 23 (1). pp. 554-559.

Knott, Gillian J., Mylrea, Martina F., and Glass, Beverley D. (2023) Pharmacy preceptor training: Addressing the challenges of clinical supervision in community practice. International Journal of Pharmacy Practice, 31 (5). pp. 558-561.

Kim, Sujin, Creed, Peter A., Hood, Michelle, and Bath, Debra (2023) Protean career processes in young adults: Relationships with perceived future employability, educational performance, and commitment. International Journal for Educational and Vocational Guidance. (In Press)

Kim, Sujin, Hood, Michelle, Creed, Peter A., and Bath, Debra (2023) The underlying career values of young adults' protean and traditional career orientations. International Journal for Educational and Vocational Guidance. (In Press)

Kift, Sally (2022) The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism. Student Success, 13 (2). pp. 59-62.

Kim, Sujin (2022) Latent Profile Analysis of Protean and Traditional Career Orientations and Career Competencies: Focused on the Cyber University Students in South Korea. Korean Journal of Adult & Continuing Education Studies, 13 (4). pp. 119-145.

Kim, Sujin, Hood, Michelle, Creed, Peter, and Bath, Debra (2022) "New career" profiles for young adults incorporating traditional and protean career orientations and competencies. Career Development International, 27. pp. 493-510.

Knight, Elizabeth Bronwen (2022) The homogenisation of prospectuses over the period of massification in the UK. Journal of Marketing for Higher Education, 32 (1). pp. 19-36.

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Khampirat, Buratin, Pop, Carver, and Bandaranaike, Suniti (2019) The effectiveness of work-integrated learning in developing student work skills: a case study of Thailand. International Journal of Work-Integrated Learning, 20 (2). pp. 126-146.

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