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Frenzel, Monica (2023) Chilean university students' perceived levels of satisfaction with a blended learning programme for English as a foreign language. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540 (2009) Contexts for teaching and the exercise of agency in early‐career academics: perspectives from realist social theory. International Journal for Academic Development, 14 (3). pp. 197-207.

Abasaid, M (2019) Critical Thinking Skills: A Case Study of the English Foundation Program at a higher education institution in Oman. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540 (2015) Critical perspectives on methodology in pedagogic research. TEACHING IN HIGHER EDUCATION, 20 (4). pp. 442-454.

Shaik, Anwar (2020) Decolonising the University: A Social Realist Study of a South African University. Doctor of Education thesis, University of Liverpool.

Ismail, Nagwa (2023) Developing The Learning of Critical Thinking in Higher Education: A Case Study based on an International University in Egypt. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540, Petichakis, Christos and Walsh, Lorraine (2012) Developing the capacity of researchers for collaborative working. International Journal for Researcher Development, 3 (1). pp. 49-63.

Ferguson, Veronica (2023) EXPLORING THE EXPERIENCE OF RESEARCH AND THE BUILDING OF RESEARCH CAPACITY AT A HIGHER EDUCATION INSTITUTION IN THE CARIBBEAN. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540 and Lundgren‐Resenterra, Mariangela (2021) Employability as a capacity for agency in the workplace: The implications for higher education of a collective perspective on work. Higher Education Quarterly, 75 (4). pp. 535-547.

Pacheco Lopez, O (2019) Enhancing Internship Practices for Stakeholders in Hospitality and Tourism Undergraduate Education: A practice-based sociomaterial perspective. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540, Wareham, Terry, Young, Richard, Willis, Ian ORCID: 0000-0001-8663-6752 and Pilkington, Ruth (2008) Exploring a practitioner‐based interpretive approach to reviewing research literature. International Journal of Research & Method in Education, 31 (2). pp. 169-180.

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.

Kahn, Peter ORCID: 0000-0003-1609-7540 (2017) Higher Education Policy on Student Engagement: Thinking Outside the Box. HIGHER EDUCATION POLICY, 30 (1). pp. 53-68.

Wang, N (2019) How an organisation responds to multiple institutional logics: integrating UK and Chinese quality assurance systems in one university. Doctor of Education thesis, University of Liverpool.

Mosomi, Mariah (2022) Implications of “Institutional Massification” for Academic Practices: A Qualitative study on the Perspectives and Experiences of Academics at a Public University in Kenya Conducted in light of Social-Practice Theory. 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.

Spies, Maria (2023) Managing Partnerships for Online Learning: An Institutional Work Perspective. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540 (2009) On establishing a modus vivendi: the exercise of agency in decisions to participate or not participate in higher education. London Review of Education, 7 (3). pp. 261-270.

Shelmerdine, Layla Nichole (2020) POSTGRADUATE WRITING ASSESSMENTS: A TASK-BASED ANALYSIS FOR UNDERSTANDING POSTGRADUATE STUDENTS’ ACADEMIC WRITING NEEDS. 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.

Condappa, Charmaine (2019) A Phenomenographic Study on On-reserve First Nations, Metis and Inuit Students' Experiences in a One-year College Transition Programme. Doctor of Education thesis, University of Liverpool.

Farrell, Veronica (2022) Residues of historical examination practices? An inquiry into assessment in teacher education programs in Trinidad and Tobago. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540, Goodhew, Peter ORCID: 0000-0001-9690-3658, Murphy, Matt and Walsh, Lorraine (2013) The Scholarship of Teaching and Learning as collaborative working: a case study in shared practice and collective purpose. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 32 (6). pp. 901-914.

Iyer, Priya (2021) Social and cultural capital and its influence on graduate employability: An exploratory study of student experiences at a higher education institution in Botswana. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540, Qualter, Anne and Young, Richard (2012) Structure and agency in learning: a critical realist theory of the development of capacity to reflect on academic practice. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 31 (6). pp. 859-871.

Ivey, Christopher (2020) Student physical therapists’ performance and perceptions of learning management system embedded multimedia instruction for psychomotor skill development. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540, Young, Richard, Grace, Sue, Pilkington, Ruth, Rush, Linda, Tomkinson, Bland and Willis, Ian ORCID: 0000-0001-8663-6752 (2008) Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff. International Journal for Academic Development, 13 (3). pp. 161-173.

Wagoner Christou, Nanette (2023) Towards a Theoretically Informed Practice: A Study of Koru Mindfulness Teachers in Higher Education. Doctor of Education thesis, University of Liverpool.

Kahn, Peter ORCID: 0000-0003-1609-7540, Everington, Lucy, Kelm, Kathleen, Reid, Iain and Watkins, Francine (2017) Understanding student engagement in online learning environments: the role of reflexivity. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 65 (1). pp. 203-218.

Shaik, Anwar and Kahn, Peter ORCID: 0000-0003-1609-7540 (2021) Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university. TEACHING IN HIGHER EDUCATION, 26 (7-8). pp. 969-985.

Kahn, Peter ORCID: 0000-0003-1609-7540 (2013) The informal curriculum: a case study on tutor reflexivity, corporate agency and medical professionalism. TEACHING IN HIGHER EDUCATION, 18 (6). pp. 631-642.

Clement, M (2018) An investigation of emerging signature pedagogy for social entrepreneurship and the sharing of practice. Doctor of Education thesis, University of Liverpool.

Gasmi, A (2018) An investigation of the impact of flipped instruction on EFL students’ engagement in academic writing classes: A case study of foundation students in Oman. Doctor of Education thesis, University of Liverpool.

Shajani, Zahra (2020) The lived experiences of expert nurse clinicians’ role transition process into academia as a novice nurse educator. Doctor of Education thesis, University of Liverpool.