Working Papers

The Governance of European Higher Education: Convergence or Divergence?
Books
December 2023
Michael Shattock
Aniko Horvath
Jürgen Enders
Changing Higher Education in East Asia
Books
December 2023
Simon Marginson
Xin Xu
Graduates’ responses to student loan debt in England: “sort of like an acceptance, but with anxiety attached”
Research Findings 9
August 2023
Claire Callender
Susila Davis
Undergraduate students’ knowledge outcomes and how these relate to their educational experiences: a longitudinal study of chemistry in two countries
Working Paper 86
December 2022
Paul Ashwin
Margaret Blackie
Nicole Pitterson
Reneé Smit
Influences on and dimensions of English university governing body roles
Working Paper 85
November 2022
Alison Wheaton
Patterns and Dynamics in the International Research Collaborations: A Case of China-UK Collaboration Ties in Education Studies
Working Paper 84
October 2022
Kexin Yu
Anti-racism in UK higher education
Working Paper 83
June 2022
Minto Felix
The University and the Social Imagination
Working Paper 82
May 2022
Keri Facer
Sagas of contemporary higher education: foreground and hinterland
Working Paper 81
May 2022
Peter Scott
The Integration Experiences of International Academics at Japanese Universities
Working Paper 80
January 2022
Lilan Chen
Futao Huang
The changing role of students in British higher education governance: Partners, consumers and digital users
Working Paper 79
January 2022
Rille Raaper
Janja Komljenovic
Regulating fair access to higher education in England, 2006-2021
Working Paper 78
January 2022
Chris Millward
Chris Millward

Working papers

CGHE’s working papers highlight current work carried out by our community. Do get in touch with david.mills@education.ox.ac.uk if you would like to propose a topic for a paper

When citing CGHE working papers, please use the following format:

  • Author (year) ‘Title’, Centre for Global Higher Education Working Papers, No. (insert number), Oxford: University of Oxford
  • Author (year) ‘Title’, Centre for Global Higher Education Special Report, Oxford: University of Oxford