Askham, P. (2008). Context and identity: Exploring adult learners’ experiences of higher education. Journal of Further and Higher Education, 32(1), 85–97.

Askham, P. (2008). Context and identity: Exploring adult learners’ experiences of higher education. Journal of Further and Higher Education, 32(1), 85–97. )| false
• Search Google Scholar
• Export Citation

Ball, S. J. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059.

Ball, S. J. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059. )| false
• Search Google Scholar
• Export Citation

Ballet, K., & Kelchtermans, G. (2008). Workload and willingness to change: Disentangling the experience of intensified working conditions. Journal of Curriculum Studies, 40, 47–67.

Ballet, K., & Kelchtermans, G. (2008). Workload and willingness to change: Disentangling the experience of intensified working conditions. Journal of Curriculum Studies, 40, 47–67. )| false
• Search Google Scholar
• Export Citation

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. )| false
• Search Google Scholar
• Export Citation

Beaumont, C., O’Doherty, M., & Shannon, L. (2011). Reconceptualising assessment feedback: A key to improving student learning. Studies in Higher Education, 36(6), 671–687.

Beaumont, C., O’Doherty, M., & Shannon, L. (2011). Reconceptualising assessment feedback: A key to improving student learning. Studies in Higher Education, 36(6), 671–687. )| false
• Search Google Scholar
• Export Citation

Bliuc, A., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011). The role of social identification as university student in learning: Relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology, 31(5), 559–574.

Bliuc, A., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011). The role of social identification as university student in learning: Relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology, 31(5), 559–574. )| false
• Search Google Scholar
• Export Citation

Bolden, R., Gosling, J., & O’Brien, A. (2014). Citizens of the academic community: A societal perspective on leadership in UK higher education. Studies in Higher Education, 39(5), 754–770.

Bolden, R., Gosling, J., & O’Brien, A. (2014). Citizens of the academic community: A societal perspective on leadership in UK higher education. Studies in Higher Education, 39(5), 754–770. )| false
• Search Google Scholar
• Export Citation

Bovill, C. (2013). Students and staff co-creating curricula—a new trend or an old idea we never got around to implementing? In C. Rust (Ed.), Improving student learning through research and scholarship: 20 years of ISL. Oxford: The Oxford Centre for Staff and Educational Development.

Bovill, C. (2013). Students and staff co-creating curricula—a new trend or an old idea we never got around to implementing? In C. Rust (Ed.), Improving student learning through research and scholarship: 20 years of ISL. Oxford: The Oxford Centre for Staff and Educational Development. )| false
• Search Google Scholar
• Export Citation

Bovill, C. (2019a). Student-staff partnerships in learning and teaching: An overview of current practice and discourse. Journal of Geography in Higher Education, 43(4), 385–398.

Bovill, C. (2019a). Student-staff partnerships in learning and teaching: An overview of current practice and discourse. Journal of Geography in Higher Education, 43(4), 385–398. )| false
• Search Google Scholar
• Export Citation

Bovill, C. (2019b). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79, 1023–1037. DOI: 10.1007/s10734 -019-00453-w.

Bovill, C. (2019b). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79, 1023–1037. DOI: 10.1007/s10734 -019-00453-w. )| false
• Search Google Scholar
• Export Citation

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, courses design, and curricula: implications for academic developers. International Journal for Academic development, 16(2), 133–145.

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, courses design, and curricula: implications for academic developers. International Journal for Academic development, 16(2), 133–145. )| false
• Search Google Scholar
• Export Citation

Bovill, C., & Felten, P. (2016). Cultivating student-staff partnerships through research and practice. International Journal for Academic Development, 21(1), 1–3.

Bovill, C., & Felten, P. (2016). Cultivating student-staff partnerships through research and practice. International Journal for Academic Development, 21(1), 1–3. )| false
• Search Google Scholar
• Export Citation

Cai, Y. (2013). Chinese higher education: The changes in the past two decades and reform tendencies up to 2020. In L. D. C. Ferreira & J. A. G. Albuquerque (Eds.), China and Brazil: Challenges and opportunities (pp. 91–118). Campinas: Anablumme.

Cai, Y. (2013). Chinese higher education: The changes in the past two decades and reform tendencies up to 2020. In L. D. C. Ferreira & J. A. G. Albuquerque (Eds.), China and Brazil: Challenges and opportunities (pp. 91–118). Campinas: Anablumme. )| false
• Search Google Scholar
• Export Citation

Carless, D. (2013). Trust and its role in facilitating dialogic feedback. In D. Bond, & L. Molly (Eds.), Feedback in higher and professional education (pp. 90–103). London, England: Routledge.

Carless, D. (2013). Trust and its role in facilitating dialogic feedback. In D. Bond, & L. Molly (Eds.), Feedback in higher and professional education (pp. 90–103). London, England: Routledge. )| false
• Search Google Scholar
• Export Citation

Cates, R., Madigan, M. R., & Reitenauer, V. (2018). ‘Locations of possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33–46.

Cates, R., Madigan, M. R., & Reitenauer, V. (2018). ‘Locations of possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33–46. )| false
• Search Google Scholar
• Export Citation

Cheng, K. M. (1990). The culture of schooling in East Asia. In N. Entwhistle (Ed.), Handbook of educational ideas and practices (pp. 163–173). London: Routledge.

Cheng, K. M. (1990). The culture of schooling in East Asia. In N. Entwhistle (Ed.), Handbook of educational ideas and practices (pp. 163–173). London: Routledge. )| false
• Search Google Scholar
• Export Citation

Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117(2), 1–29.

Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117(2), 1–29. )| false
• Search Google Scholar
• Export Citation

Cook-Sather, A. (2018). Tracing the evolution of student voice in educational research. In R., Bourke, & J. Loveridge (Eds.), Radical collegiality though student voice. Singapore: Springer.

Cook-Sather, A. (2018). Tracing the evolution of student voice in educational research. In R., Bourke, & J. Loveridge (Eds.), Radical collegiality though student voice. Singapore: Springer. )| false
• Search Google Scholar
• Export Citation

Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching & Learning Inquiry, 4(2), 1–14.

Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching & Learning Inquiry, 4(2), 1–14. )| false
• Search Google Scholar
• Export Citation

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Josey-Bass.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Josey-Bass. )| false
• Search Google Scholar
• Export Citation

Cook-Sather, A., & Luz, A. (2015). Greater engagement in and responsibility for learning: what happens when students cross the threshold of student-faculty partnership. Higher Education Research & Development, 34(6), 1097–1109.

Cook-Sather, A., & Luz, A. (2015). Greater engagement in and responsibility for learning: what happens when students cross the threshold of student-faculty partnership. Higher Education Research & Development, 34(6), 1097–1109. )| false
• Search Google Scholar
• Export Citation

Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we are talking about when we talk about students as partners. International Journal for Students as Partners, 2(2), 1–9.

Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we are talking about when we talk about students as partners. International Journal for Students as Partners, 2(2), 1–9. )| false
• Search Google Scholar
• Export Citation

Coombe, L., Huang, J., Russell, S., Sheppard, K., & Khosravi, H. (2018). Students as partners in action: Evaluating a university-wide initiative. International Journal for Students as Partners, 2(2), 85–95.

Coombe, L., Huang, J., Russell, S., Sheppard, K., & Khosravi, H. (2018). Students as partners in action: Evaluating a university-wide initiative. International Journal for Students as Partners, 2(2), 85–95. )| false
• Search Google Scholar
• Export Citation

Cortazzi, K. M., & Jin, L. (1996). Cultures of learning: Language classroom in China. In H. Coleman (Ed.), Society and the language classroom (pp. 169–206). Cambridge, UK: Cambridge University Press.

Cortazzi, K. M., & Jin, L. (1996). Cultures of learning: Language classroom in China. In H. Coleman (Ed.), Society and the language classroom (pp. 169–206). Cambridge, UK: Cambridge University Press. )| false
• Search Google Scholar
• Export Citation

Dai, K. (2020). Learning between two systems: A Chinese student’s reflexive narrative in a China-Australia articulation programme. Compare: A Journal of Comparative and International Education, 50(3), 371–390.

Dai, K. (2020). Learning between two systems: A Chinese student’s reflexive narrative in a China-Australia articulation programme. Compare: A Journal of Comparative and International Education, 50(3), 371–390. )| false
• Search Google Scholar
• Export Citation

Dai, K., Matthews, K. E., & Reyes, V. (2020). Chinese students’ assessment and learning experiences in a transnational higher education programme. Assessment & Evaluation in Higher Education, 45(1), 70–81.

Dai, K., Matthews, K. E., & Reyes, V. (2020). Chinese students’ assessment and learning experiences in a transnational higher education programme. Assessment & Evaluation in Higher Education, 45(1), 70–81. )| false
• Search Google Scholar
• Export Citation

Dai, K., Matthews, K. E., & Renshaw, P. (2020). Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme. Higher Education Research & Development, 1–15. doi:10.1080/07294360.2020.1713731.

Dai, K., Matthews, K. E., & Renshaw, P. (2020). Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme. Higher Education Research & Development, 1–15. doi:10.1080/07294360.2020.1713731. )| false
• Search Google Scholar
• Export Citation

Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational Research, 56(1), 65–76.

Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational Research, 56(1), 65–76. )| false
• Search Google Scholar
• Export Citation

Dunne, E. (2016). Design thinking: A framework for student engagement? A personal view. Journal of Educational Innovation, Partnership and Change, 2(1), 1–8.

Dunne, E. (2016). Design thinking: A framework for student engagement? A personal view. Journal of Educational Innovation, Partnership and Change, 2(1), 1–8. )| false
• Search Google Scholar
• Export Citation

Dwyer, A. (2018). Toward the formation of genuine partnership sapces. International Journal for Students as Partners, 2(1), 11–15.

Dwyer, A. (2018). Toward the formation of genuine partnership sapces. International Journal for Students as Partners, 2(1), 11–15. )| false
• Search Google Scholar
• Export Citation

Field, J., & Morgan-Klein, N. (2010). Studenthood and identification: Higher education as a liminal transitional space. Paper presented at the 40th Annual SCUTREA Conference, University of Warwick, Coventry.

Green, W. (2019). Stretching the cultural-linguistic boundaries of “students as partners”. International Journal for Students as Partners, 3(1), 84–88.

Green, W. (2019). Stretching the cultural-linguistic boundaries of “students as partners”. International Journal for Students as Partners, 3(1), 84–88. )| false
• Search Google Scholar
• Export Citation

Hagenauer, G., & Volet, S. E. (2014). Teacher-student relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3), 370–388.

Hagenauer, G., & Volet, S. E. (2014). Teacher-student relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3), 370–388. )| false
• Search Google Scholar
• Export Citation

Harden, J., & Fawkner, S. (2019). A student partnership project to enhance curriculum development in medical education. Teaching Matters blog, University of Edinburgh.

Harden, J., & Fawkner, S. (2019). A student partnership project to enhance curriculum development in medical education. Teaching Matters blog, University of Edinburgh. )| false
• Search Google Scholar
• Export Citation

Hargreaves, A. (1995). Development and desire: A post-modern perspective. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and perspectives (pp. 9–34). New York: Teachers College Press.

Hargreaves, A. (1995). Development and desire: A post-modern perspective. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and perspectives (pp. 9–34). New York: Teachers College Press. )| false
• Search Google Scholar
• Export Citation

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. York, UK: Higher Education Academy.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. York, UK: Higher Education Academy. )| false
• Search Google Scholar
• Export Citation

Jia, X. (2011). Self-perception and self-representation of English teachers from a north-eastern Chinese university. Intercultural Communication Studies, 2, 160–176.

Jia, X. (2011). Self-perception and self-representation of English teachers from a north-eastern Chinese university. Intercultural Communication Studies, 2, 160–176. )| false
• Search Google Scholar
• Export Citation

Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection? Teachers and Teaching: theory and practice, 15(2), 257–272.

Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection? Teachers and Teaching: theory and practice, 15(2), 257–272. )| false
• Search Google Scholar
• Export Citation

Kim, E. P., & Olson, M. (2016). Exemplary Chinese university professors: Qualities and impact on students. The IAFOR Journal of Education, 4(1), 123–145.

Kim, E. P., & Olson, M. (2016). Exemplary Chinese university professors: Qualities and impact on students. The IAFOR Journal of Education, 4(1), 123–145. )| false
• Search Google Scholar
• Export Citation

Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706.

Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706. )| false
• Search Google Scholar
• Export Citation

Lairio, M., Puukari, S., & Kouvo, A. (2013). Studying at university as part of student life and identity construction. Scandinavian Journal of Education Research, 57(2), 115–131.

Lairio, M., Puukari, S., & Kouvo, A. (2013). Studying at university as part of student life and identity construction. Scandinavian Journal of Education Research, 57(2), 115–131. )| false
• Search Google Scholar
• Export Citation

Leese, M. (2010). Bridging the gap: Supporting student transitions into higher education. Journal of Further and Higher Education, 34(2), 239–251.

Leese, M. (2010). Bridging the gap: Supporting student transitions into higher education. Journal of Further and Higher Education, 34(2), 239–251. )| false
• Search Google Scholar
• Export Citation

Li, H., & Du, X. (2015). Teachers’ perspective of their role and student autonomy in the PBL context in China. International Journal of Learning, Teaching and Educational Research, 10(2), 18–31.

Li, H., & Du, X. (2015). Teachers’ perspective of their role and student autonomy in the PBL context in China. International Journal of Learning, Teaching and Educational Research, 10(2), 18–31. )| false
• Search Google Scholar
• Export Citation

Li, J. (2019). Education policy perspective on internationalisation and globalisation of higher education in China. In J. Li (Ed), Global higher education shared communities (39–52). Singapore: Springer.

Li, J. (2019). Education policy perspective on internationalisation and globalisation of higher education in China. In J. Li (Ed), Global higher education shared communities (39–52). Singapore: Springer. )| false
• Search Google Scholar
• Export Citation

Liang, Y., & Matthews, K. E. (2020). Students as Partners practices and theorisations in Asia: A scoping review. Higher Educational Research & Development, 1–15. Doi: 10.1080/07294360.2020.1773771.

Liang, Y., & Matthews, K. E. (2020). Students as Partners practices and theorisations in Asia: A scoping review. Higher Educational Research & Development, 1–15. Doi: 10.1080/07294360.2020.1773771. )| false
• Search Google Scholar
• Export Citation

Lin, P. L. (2019). Trends of internationalisation in China’s higher education: Opportunities and challenges. US-China Education Review B, 9(1), 1–12.

Lin, P. L. (2019). Trends of internationalisation in China’s higher education: Opportunities and challenges. US-China Education Review B, 9(1), 1–12. )| false
• Search Google Scholar
• Export Citation

Lounsbury, J. W., Huffstetler, B. C., Leong, F. T., & Gibson, L. W. (2005). Sense of identity and collegiate academic achievement. Journal of College Student Development, 46, 501–514.

Lounsbury, J. W., Huffstetler, B. C., Leong, F. T., & Gibson, L. W. (2005). Sense of identity and collegiate academic achievement. Journal of College Student Development, 46, 501–514. )| false
• Search Google Scholar
• Export Citation

MacFarlane, K. (2018). Higher education learner identity for successful student transitions. Higher Education Research & Development, 37(6), 1201–1215.

MacFarlane, K. (2018). Higher education learner identity for successful student transitions. Higher Education Research & Development, 37(6), 1201–1215. )| false
• Search Google Scholar
• Export Citation

Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016). Navigating the threshold of student—staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4–15.

Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016). Navigating the threshold of student—staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4–15. )| false
• Search Google Scholar
• Export Citation

Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2).

Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2). )| false
• Search Google Scholar
• Export Citation

Matthews, K. E. (2018). Engaging students as participants and partners: An argument for partnership with students in higher education research on student success. International Journal of Chinese Education, 7(1), 42–64.

Matthews, K. E. (2018). Engaging students as participants and partners: An argument for partnership with students in higher education research on student success. International Journal of Chinese Education, 7(1), 42–64. )| false
• Search Google Scholar
• Export Citation

Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2019a). Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development, 38(2), 280–293.

Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2019a). Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development, 38(2), 280–293. )| false
• Search Google Scholar
• Export Citation

Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76, 957–971.

Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76, 957–971. )| false
• Search Google Scholar
• Export Citation

Matthews, K. E., Mercer-Mapstone, L., Dvorakova, S. L., Acai, A., Cook-Sather, A., Felten, P., Healey, M., Healey, R. L., & Marquis, E. (2019b). Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development. International Journal for Academic development, 24(3), 246–259.

Matthews, K. E., Mercer-Mapstone, L., Dvorakova, S. L., Acai, A., Cook-Sather, A., Felten, P., Healey, M., Healey, R. L., & Marquis, E. (2019b). Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development. International Journal for Academic development, 24(3), 246–259. )| false
• Search Google Scholar
• Export Citation

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1–23.

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1–23. )| false
• Search Google Scholar
• Export Citation

Mihans, R., Long, D., & Felten, P. (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 2(2), 1–9.

Mihans, R., Long, D., & Felten, P. (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 2(2), 1–9. )| false
• Search Google Scholar
• Export Citation

Nevgi, A., & Löfström, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53–60.

Nevgi, A., & Löfström, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53–60. )| false
• Search Google Scholar
• Export Citation

Sheridan, V. (2013). A risky mingling: Academic identity in relation to stories of the personal and professional self. Reflective Practice: International and Multidisciplinary Perspectives, 14, 568–579.

Sheridan, V. (2013). A risky mingling: Academic identity in relation to stories of the personal and professional self. Reflective Practice: International and Multidisciplinary Perspectives, 14, 568–579. )| false
• Search Google Scholar
• Export Citation

Simon, B. (2004). Identity in modern society: A social psychological perspective. Malden, MA: Blackwell Publishing.

Simon, B. (2004). Identity in modern society: A social psychological perspective. Malden, MA: Blackwell Publishing. )| false
• Search Google Scholar
• Export Citation

Tam, K. Y., Heng, M. A., & Jiang, G. H. (2009). What undergraduate students in China say about their professors’ teaching? Teaching in Higher Education, 14(2), 147–159.

Tam, K. Y., Heng, M. A., & Jiang, G. H. (2009). What undergraduate students in China say about their professors’ teaching? Teaching in Higher Education, 14(2), 147–159. )| false
• Search Google Scholar
• Export Citation

Tan, C. (2017). Constructivism and pedagogical reform in China: Issues and challenges. Globalisation, Societies and Education, 15(2), 238–247.

Tan, C. (2017). Constructivism and pedagogical reform in China: Issues and challenges. Globalisation, Societies and Education, 15(2), 238–247. )| false
• Search Google Scholar
• Export Citation

Tan, C., & Reyes, V. (2016). Neo-liberal education policy in China. In S. Guo, & Y. Guo (Eds.), Spotlight on China: Changes in education under China’s market economy (pp. 19–33). Rotterdam: Sense Publishers.

Tan, C., & Reyes, V. (2016). Neo-liberal education policy in China. In S. Guo, & Y. Guo (Eds.), Spotlight on China: Changes in education under China’s market economy (pp. 19–33). Rotterdam: Sense Publishers. )| false
• Search Google Scholar
• Export Citation

Tian, L., & Liu, N. (2019). Rethinking higher education in China as a common good. Higher Education, 77, 623–640.

Tian, L., & Liu, N. (2019). Rethinking higher education in China as a common good. Higher Education, 77, 623–640. )| false
• Search Google Scholar
• Export Citation

Trowler, V. (2010). Student engagement literature review. York, UK: Lifelong Education Academy.

Trowler, V. (2010). Student engagement literature review. York, UK: Lifelong Education Academy. )| false
• Search Google Scholar
• Export Citation

Tsegay, S. M. (2015). Students’ experience in student-centred learning at higher education institutions in China: A case study. International Journal for Educational Studies, 7(2), 135–146.

Tsegay, S. M. (2015). Students’ experience in student-centred learning at higher education institutions in China: A case study. International Journal for Educational Studies, 7(2), 135–146. )| false
• Search Google Scholar
• Export Citation

Vignoles, V. L. (2017). Identity: Personal and social. In K. Deaux, & M. Snyder (Eds.), Oxford handbook of personality and social psychology (2nd ed.). Oxford University Press.

Vignoles, V. L. (2017). Identity: Personal and social. In K. Deaux, & M. Snyder (Eds.), Oxford handbook of personality and social psychology (2nd ed.). Oxford University Press. )| false
• Search Google Scholar
• Export Citation

Vignoles, V. L., Schwartz, S. J., & Luyckx, K. (2011). Introduction: Toward an integrative view of identity. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 1–27). New York, NY: Springer.

Vignoles, V. L., Schwartz, S. J., & Luyckx, K. (2011). Introduction: Toward an integrative view of identity. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 1–27). New York, NY: Springer. )| false
• Search Google Scholar
• Export Citation

Wang, L. (2010). Higher education governance and university autonomy in China. Globalisation, Societies and Education, 8(4), 477–495.

Wang, L. (2010). Higher education governance and university autonomy in China. Globalisation, Societies and Education, 8(4), 477–495. )| false
• Search Google Scholar
• Export Citation

Wei, J. G. (2018). Practical exploration of undergraduate classroom teaching reform: a case study of Shanxi Normal University. Chinese Education & Society, 51(4), 272–281.

Wei, J. G. (2018). Practical exploration of undergraduate classroom teaching reform: a case study of Shanxi Normal University. Chinese Education & Society, 51(4), 272–281. )| false
• Search Google Scholar
• Export Citation

Wu, Z. (2011). Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective. Journal of Curriculum Studies, 43(5), 569–590.

Wu, Z. (2011). Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective. Journal of Curriculum Studies, 43(5), 569–590. )| false
• Search Google Scholar
• Export Citation

Yang, R. (2016). Internationalisation of higher education in China: An overview. In S. Guo & Y. Guo (Eds.), Spotlight on China: Chinese education in the globalized world (pp. 35–50). Rotterdam: Sense Publishers.

Yang, R. (2016). Internationalisation of higher education in China: An overview. In S. Guo & Y. Guo (Eds.), Spotlight on China: Chinese education in the globalized world (pp. 35–50). Rotterdam: Sense Publishers. )| false
• Search Google Scholar
• Export Citation

Yin, H., Han, J., & Lu, G. (2017). Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: The mediation of teacher engagement. Teaching in Higher Education, 22(7), 766–784.

Yin, H., Han, J., & Lu, G. (2017). Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: The mediation of teacher engagement. Teaching in Higher Education, 22(7), 766–784. )| false
• Search Google Scholar
• Export Citation

Yin, H., Wang, W., & Han, J. (2016). Chinese undergraduates’ perceptions of teaching quality and the effects on approaches to studying and course satisfaction. Higher Education, 71, 39–57.

Yin, H., Wang, W., & Han, J. (2016). Chinese undergraduates’ perceptions of teaching quality and the effects on approaches to studying and course satisfaction. Higher Education, 71, 39–57. )| false
• Search Google Scholar
• Export Citation