Ideas of "how we learn" in formal academic settings have changed markedly in recent decades. The primary position that universities once held on shaping what constitutes learning has come into question from a range of experience-led and situated learning models. Drawing on findings from a study conducted across three Australian universities, the…

The doctorate is an educative process for students but what is its impact on supervisors' learning about the practice of doctoral supervision? Internationally, there is an increased emphasis on formal training, monitoring and accountability of doctoral supervisors. Yet there is a striking silence about what doctoral supervisors learn through…

Across advanced industrial economies, programs in higher education are increasingly becoming occupationally specific and universities are being seen as providers of "higher vocational education". With this have come expectations that graduates from these programs will enjoy smooth transitions into professional practice. Aligned with these…

This article draws on findings from a longitudinal study of Chinese international students beginning study in a New Zealand university, and focuses on the very different experience of two students in relation to a single course and its assessment requirements, as they sought ways to negotiate identities as university students in their new setting.…