Studies in Continuing Education

Consensus among stakeholders about success factors and indicators for quality of online and blended learning in adult education: a Delphi study

How do doctoral students experience supervision?

Rethinking reflective practice in professional lifelong learning using learning metaphors

A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’

Learning the (hidden) silence policy within the police

Negotiating co-ownership of learning in higher education: an underexplored practice for adult learning

Reassembling academic work: a sociomaterial investigation of academic learning

Impact of education doctorates: the case of developing country, Bhutan

Are you measuring the impacts and outcomes of your professional doctorate programme?

Grasping the nettle of ‘doctorateness’ for practitioner academics: a framework for thinking critically about curriculum design

Factors that influence PhD candidates’ success: the importance of PhD project characteristics

Adult learners’ social connectedness and online participation: the importance of online interaction quality

Professional doctorates for practitioner psychologists: understanding the territory and its impact on programme development

Facilitating social learning in teacher education: a case study

Crowd-reflecting: a counterproductive experience of Arab adult learning via technology

Repositioning artistic practices: a sociomaterial view

Towards cognitive justice in higher education: rethinking the teaching of educational leadership with international students

Transitions from education to employment for culturally and linguistically diverse migrants and refugees in settlement contexts: what do we know?

Academic and social integration: psychosocial support and the role of developmental networks in the DBA

Self-perception of emotional development in individuals attending university programmes for seniors: training needs and answers

Seeking balance within personal writing ecologies: a collaborative autoethnography of a doctoral student writing group