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Publisher: Routledge, part of the Taylor & Francis Group

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Volume 27, Number 4, 1 October 2002

Editorial
pp. 365-368(4)

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'It's a PhD, not a Nobel Prize': how experienced examiners assess research theses
pp. 369-386(18)
Authors: Mullins, Gerry; Kiley, Margaret

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Teaching and Learning in their Disciplinary Contexts: a conceptual analysis
pp. 405-417(13)
Authors: Neumann, Ruth; Becher, Tony

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Even Higher Learning Takes Place by Doing: from postmodern critique to pragmatic action
pp. 419-430(12)
Authors: Kivinen, Osmo; Ristelä, Pekka

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Intuition—the Way to Meaningful Knowledge
pp. 431-444(14)
Author: Birgerstam, Pirjo

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Student Motivation: a socio-economic perspective
pp. 445-457(13)
Author: Winn, Sandra

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Metacognitive Development as a Shift in Approach to Learning: an in-depth study
pp. 459-470(12)
Authors: Case, Jennifer; Gunstone, Richard

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Book Reviews
pp. 471-476(6)

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