Vol. 23 No. 3 (2026): Quarterly Issue 3

DOI: https://doi.org/10.53761/80qqve72

Published: 2026-09-05

Editorial

Using Interviews and Focus Groups in Higher Education Research: Methodological Rigour in Design and Reporting

Kerry Dobbins, Martin Andrew, Karen Lander, Julie Willems
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Curriculum and Assessment Design

Thesis Finalisation Self-efficacy – A Useful Concept for Improving Undergraduate Thesis Supervision

Laivi Laidroo, Kätlin Vanari
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An Online Collaborative Practice Module as an Alternative to Traditional Interprofessional Learning Experiences: A Pilot Study

Timothy D. Miller, Karina Liles, Tegan E. Hartmann
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Educational Technology

Is It Ethical for Teachers to Use AI for Student Feedback?

Jiahui (Jess) Luo, Sarah Elaine Eaton
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Generative AI in African Higher Education: A Systematic Review of Opportunities, Ethical Challenges, and Institutional Readiness

Olukayode E. Apata, Peter O. Oyewole, Segun T. Ajose, Ibrahim O. Adisa, Taheri Mohammad, Peter O. Oladejo, John O. Ajamobe, Emmanuel T. Oladipo, Grace I. Olaitan
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Student Experience

Navigating the Higher Education Landscape: What Hope do Enabling Students Have?

Trixie James, Tracey Muir, Nicoli Barnes
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“The teacher didn't really care about my wellbeing or academic success”: Students’ experiences of unkindness in higher education

Sandi Tait-McCutcheon, Miriam Bright, Catherine Hill, Polina Jilina, Alex Walker
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Impostor Phenomenon in Health Science Students: Prevalence, Impact, and Intervention

Isha Hariname, Kelley Graydon, Grace Nixon, Peter Carew, Dani Tomlin
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Relevance, social inclusion, and recognition of status passage: How master's students find value in co-badged and dual-listed curricula

Khristine Grace Valdellon, Lauren J. Carpenter, Russell L. Taylor, Susan Rowland
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"What I believe, feel, and think inside emerges in conversation with others": Student feedback and suggestions for implementing reflexivity in teacher education

Anne Siri Kvia
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