Vetenskapliga metoder för högskolepedagogik

Bacchi, C. (2012). Why Study Problematizations? Making Politics Visible. Open Journal of Political Science, 2(1), 1–8. (8 pages) http://dx.doi.org/10.4236/ojps.2012.21001

Creswell, J. W., & Creswell, J. David. (2023). Research design : qualitative, quantitative, and mixed methods approaches (Sixth edition). SAGE[MO1] . (320 pages)

Dafouz, E., & Smit, U. (2022). Towards multilingualism in English-medium higher education. Journal of English-Medium Instruction, 1(1), 29–47. (18 pages) https://www-jbe-platform- com.ezproxy.ub.gu.se/docserver/fulltext/jemi.21018.daf.pdf?expires=16915879 68&id=id&accname=goteborgsswe%2F6&checksum=946BC60D72A874A717922 BBADD38FB70

Daniel, B. K., & Harland, T. (2017). Higher education research methodology: A step-by-step guide to the research process. Routledge. (154 pages). https://www-taylorfrancis- com.ezproxy.ub.gu.se/books/mono/10.4324/9781315149783/higher-education- research-methodology-ben-kei-daniel-tony-harland

Esterhazy, R., & Damşa, C. (2019). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education, 44(2), 260–274. (14 pages) https://doi.org/10.1080/03075079.2017.1359249

Filippou, K., Kallo, J., & Mikkilä-Erdmann, M. (2017). Students’ views on thesis supervision in International master’s degree programmes in Finnish Universities. Intercultural Education, 28(3), 334–352. (19 pages) https://doi.org/10.1080/14675986.2017.1333713

Hessler, M., Pöpping, D., Hollstein, H., Ohlenburg, H., Arnemann, P., Massoth, C., Seidel, L.M., Zarbock, A. & Wenk, M. (2018). Availability of cookies during an academic course session affects the evaluation of teaching. Medical Education, 52(10), 1064-1072. (9 pages) https://doi.org/10.1111/medu.13627

Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955-968. (14 pages)

Linderoth, C., Hultén, M., & Stenliden, L. (2024). Competing visions of artificial intelligence in education - A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines. Policy Futures in Education, 22(8), 1662–1678. (17 pages) https://doi.org/10.1177/14782103241228900

Little, T., Dawson, P., Boud, D., & Tai, J. (2023). Can students' feedback literacy be improved? A scoping review of interventions. Assessment and Evaluation in Higher Education. 1-14. Online, ahead-of-print, 1–14. (14 pages) https://www- tandfonline-com.ezproxy.ub.gu.se/doi/full/10.1080/02602938.2023.2177613

Mihut, G. (2024). Learning from each other: Comparing the experiences of first-generation migrant, international, and domestic students at Irish universities. Journal of Studies in International Education, 28(1), 15-32. (18 pages) https://doi.org/10.1177/10283153221121397

Nieminen, J.H., & Carless, D. (2023) Feedback literacy: a critical review of an emerging concept. Higher Education, 85, 1381–1400. (20 pages) https://doi.org/10.1007/s10734-022-00895-9

Ou, A., & Malmström, H. (2023). 'It becomes increasingly complex to deal with multiple channels': Materialised communicative competence and digital inequality in Engh-medium higher education in the digital era. Journal of Multilingual a Multicultural Development, 1–19. (19 pages). https://www-tandfonline-com.ezproxy.ub.gu.se/doi/pdf/10.1080/01434632.2023.2222102?download=tru