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<title>Researching 'ideological becoming' in lectures: challenges for knowing differently</title>
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<title>Forms of knowing and academic development practice</title>
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<title>Lecturers' everyday writing as professional practice in the university as workplace: new insights into academic identities</title>
<dc:title>Lecturers' everyday writing as professional practice in the university as workplace: new insights into academic identities</dc:title>
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<title>Knowing and becoming in the higher education curriculum</title>
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<title>The relationship between knowledge structure and curriculum: a case study in sociology</title>
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<title>Theorising institutional change: post-1994 South African higher education</title>
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<title>Exploring the value of Bourdieu's framework in the context of institutional change</title>
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<title>The benefits of higher education study for part-time students</title>
<dc:title>The benefits of higher education study for part-time students</dc:title>
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</description>
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<dc:creator>Feinstein, Leon</dc:creator>
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<dc:creator>Jamieson, Anne</dc:creator>
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<title>Academic freedom: in justification of a universal ideal</title>
<dc:title>Academic freedom: in justification of a universal ideal</dc:title>
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<dc:identifier rdf:resource="doi:10.1080/03075070802597036" />
<dc:creator>Karran, Terence</dc:creator>
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<title>The aspiration for social distinction: Malaysian students in a British university</title>
<dc:title>The aspiration for social distinction: Malaysian students in a British university</dc:title>
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</description>
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<title>Lone scholar or community member? The role of student networks in doctoral education in a UK management school</title>
<dc:title>Lone scholar or community member? The role of student networks in doctoral education in a UK management school</dc:title>
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<title>Writing higher education differently: a manifesto on style</title>
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<title>Relationships between area of academic concentration, supervisory style, student needs and best practices</title>
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<title>Final year biosciences students' willingness to engage: teaching-learning environments, authentic learning experiences and identities</title>
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<prism:number>2</prism:number>
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