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Wilkinson, Helene ORCID: 0000-0002-7579-4314 (2022) Agent Academic: Towards an understanding of experiences in innovative practice for evolving academia. Doctor of Education thesis, University of Liverpool.

Kapetanovic, Mira (2023) The Effectiveness of Academic Literacy Courses in a Higher Learning Institution in Ontario. Doctor of Education thesis, University of Liverpool.

Collins, Desryn (2022) Expectations and Experiences: An examination of mentoring in the Associate Degree in Primary Education teaching practicum in Antigua and Barbuda. Doctor of Education thesis, University of Liverpool.

Whiteside, Victoria (2023) An Exploratory Study of Graduate Employability in the Kurdistan Region – Iraq. Doctor of Education thesis, University of Liverpool.

Salagi, E (2018) Exploring the Changing Context of Initial Primary Teacher Education in Malawi: Towards Pre-service Teacher Retention from a Recruitment and Mentoring Perspective. Doctor of Education thesis, University of Liverpool.

Gvojich, Shelley (2022) Exploring the Lived Experiences of Grade 12 Teachers Preparing Students for Higher Education. Doctor of Education thesis, University of Liverpool.

Jordan, Eoin (2021) How do I use online peer assessment to enhance student learning at a Sino-British transnational university in mainland China? Doctor of Education thesis, University of Liverpool.

Harwood, Linda (2023) The Impact of Subjective Norms Upon Faculty Reporting of College Student Plagiarism: A Theory of Planned Behaviour Approach. Doctor of Education thesis, University of Liverpool.

Omar, Fathelrahman (2021) Improving English language and literacy instruction through effective professional development: A practitioner, collaborative, reflective practice workshop in a middle school in Qatar. Doctor of Education thesis, University of Liverpool.

Tejeiro, Ricardo, Vlachopoulos, Dimitrios, Edwards, Anthony ORCID: 0000-0001-5342-0576 and Campos, Estefania (2019) Indirect Feedback: A dialoguing approach to assessment. Higher Learning Research Communications, 9 (1). pp. 1-8.

Mihara, Kei (2022) Language-related anxiety and motivational factors of students of English as a foreign language: A study with Japanese undergraduate science and engineering students. Doctor of Education thesis, University of Liverpool.

Patterson, Donald (2021) Mindset and Effort Regulation in English as a Foreign Language and Nursing Education. Doctor of Education thesis, University of Liverpool.

Moore, Kimberlee (2023) Moving Beyond Accountability Toward a More Socially Conscious Guardianship of Higher Education Quality: An Examination of Quality Assurance and Accreditation Frameworks and Social Justice. Doctor of Education thesis, University of Liverpool.

Kelly, Margaret D Cherryn (2019) Pedagogical changes in higher education to promote higher-order thinking: An exploration of practice in a federal university in the UAE. Doctor of Education thesis, University of Liverpool.

Ploegman, Nicolaas (2022) Teaching for Uncertainty Through a Metamodern Education Full of Wonder. Doctor of Education thesis, University of Liverpool.

Wang, Ruolan, Reis-Jorge, Jose, Crosta, Lucilla, Edwards, Anthony ORCID: 0000-0001-5342-0576 and Mudaliar, Mageswary (2018) THE USE OF SOCIAL MEDIA AND ARTIFICIAL INTELLIGENCE TOOLS BY ONLINE DOCTORAL STUDENTS AT THE THESIS STAGE. In: 6th Teaching & Education Conference, Vienna.

Taylor, Dionne Dawn Adams (2021) What factors influence the choices of Language Learning Strategies of Chinese and Taiwanese undergraduate students studying English together in a Taiwanese university? Doctor of Education thesis, University of Liverpool.

Rowe, Viola (2021) An analysis of the readiness to achieve internationalisation in higher education: The case of the teacher’s training college in Guyana. Doctor of Education thesis, University of Liverpool.

Spain, Valerie ORCID: 0000-0001-5244-420X (2022) An investigation of the connection between learning spaces and student learning experiences on blended learning courses in a Higher Education Institute in Ireland. Doctor of Education thesis, University of Liverpool.