In response to challenges emerging in society, universities are searching for ways to innovate their courses through novel institutional educational policies and practices. Those efforts, however, are often not informed by knowledge about course innovation characteristics university-wide, and are often not supported by processes of reflection…

This paper focuses on the experiences of four facilitators of a group mentoring programme for doctoral students aspiring to become academics. The methodology utilised collective sensemaking in a collaborative autoethnography. Aided by agreed reflective prompts, we initially analysed our own and each other's written accounts. This illuminated the…

This article presents an ethnographic case study of pre-service teachers' transformative learning in a Culture-Writing course at a Chinese university. In recounting three stories with fieldwork data gleaned from moments of students' pre-class discussions, reflective writings, and reports on term-paper projects, this study showcases how a group of…

Pedagogical partnerships are rarely used to explore how students develop agency through Work Integrated Learning (WIL). This study contributes to this gap by exploring how pedagogical partnerships between students, industry experts and subject leaders in a postgraduate online WIL capstone assisted students to gain clarity about their professional…