Abrandt, M. (1997) Learning physiotherapy: The impact of formal education and professional experience. Linköping Studies in Education and Psychology, 80, 79–147.
Abrandt Dahlgren, M., Hult, H., Dahlgren, L. O., Hård af Segerstad, H., & Johansson, K. (2006). From senior student to novice worker: Learning trajectories in political science, psychology and mechanical engineering. Studies in Higher Education, 31
Australian Qualifications Framework. (2004). AQF Advisory Board Guidelines on Cross Sector Qualifications Linkages
. On-line at http://www.aqf.edu.au/cs.htm
Bologna Working Group on Qualification Frameworks. (2005). A framework for qualification of the European higher education area. Copenhagen: Ministry of Science, Technology and Innovation.
Cackowska, M., Kopciewicz, L., Mendel, M., Meczkowska, A., Struzynska, A., & Szkudlarek, T. (2003). Freshmen students on education and work – work package one report. Poland, Gdansk: University Press.
Dahlgren, L. O., Abrandt Dahlgren, M., Gajda, M., Hult, H., Hård af Segerstad, H., Jurgiel, A., Kopciewicz, L., Marzec, J., Meczkowska, A., Mendel, M., & Szkudlarek, T. (2006). Conceptions of learning among teachers and students in higher education: A Swedish-Polish comparative study. In T. Maliszewski, W. J. Wojtowitcz, & J. Zerko (Eds.), Anthology of social and behavioural sciences. 20 years of co-operation between the universities in Linköping and Gdansk (pp. 89–115). Linköping: Linköpings Universitet.
Dahlgren, L. O., & Fallsberg, M. (1991). Phenomenography as a qualitative approach in social pharmacy research. Journal of Social and Administrative Pharmacy, 8(4), 150–156.
Dahlgren, L. O., et al. (2005). Students as Journeymen between cultures of education and working life. http://www.hewl.net/HPSE_CT-2001-0068__final_ju.pdf
Davies, A., & Reid, A. (2001). Uncovering problematics in design education: Learning and the design entity. In C. Swann & E. Young (Eds.), Re-Inventing Design Education in the University: Proceedings of the International Conference (pp. 178–184). Perth: School of Design, Curtin University.
De la Harpe, B., & Radloff, A. (2001). Learning to be strategic about helping staff to increase graduate employability. In C. Rust (Ed.), Improving learning strategically (pp. 220–226). Oxford: OCSLD.
Eklund-Myrskog, G. (1998). Students’ conceptions of learning in different educational contexts. Higher Education, 35
European Union (EU). (1999). The Bologna declaration of 19 June 1999: Joint declaration of the European Ministers of Education.
Franz, J., Ferreira, L., Loh, H., Pendergast, D., Service, M., Stormont, D., Taylor, L., Thambiratnam, D., & Williamsson, B. (1996). Students’ and lecturers’ conceptions of learning in context: An interdisciplinary study. Teaching in Higher Education, 1
Gee, J. P. (1999). An introduction to discourse analysis. Theory and method. London, New York: Routledge.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274.
Harvey, L., Moon, S., Grail, V., & Bower, R. (1997). Graduates’ work: Organisational change and students’ attributes. Birmingham: Centre for Research into Quality.
Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development program. Higher Education, 42
Johansson, K., Hård af Segerstad, H., Hult, H., Abrandt Dahlgren, M., & Dahlgren, L. O. (2007a). The two faces of Political Science Studies. Junior and senior students’ thoughts about their education and their coming profession. Higher Education (accepted).
Johansson, K., Kopciwicz, L., & Dahlgren, L. O. (2007b) Learning for an unknown context. A comparative case study, some Swedish and Polish political science students’ experiences of the transition from university to working life compare (accepted).
Johnston, B. (2003). The shape of research in the field of higher education and graduate employment: Some issues. Studies in Higher Education, 28
Jones, P. (1998). Globalisation and internationalisation: Democratic prospects for world education. Comparative Education, 34
Journeymen project reference: HPSE CT-2001-00068, project home page http://www.hewl.net
Karseth, B., & Solbrekke, T. D. (2006). Characteristics of professional graduate education: Expectations and experiences in psychology and law. London Review of Education, 4
Kaufman, P., & Feldman, K. A. (2004). Forming identities in college. A sociological approach. Research in Higher Education, 45
Lindblad, S., & Wallin, E. (1993). On transitions of power, democracy and education in Sweden. Journal of Curriculum Studies, 25
Lindsay, R., Breen, R., & Jenkins, A. (2002). Academic research and teaching quality: The views of undergraduate and postgraduate students. Studies in Higher Education, 27
Lonka, K., & Lindblom-Ylänne, S. (1996). Epistemologies, conceptions of learning, and study practices in medicine and psychology. Higher Education, 31
Maiden, S. (2004). Graduates ‘failing the university of life’. The Australian, June 10.
Marton, F. (1994). Phenomenography. In T. Husén & T. N. Postlethwaite (Eds.), The international encyclopedia of education. London: Pergamon Press.
Marton, F., Beaty, E., & Dall’Alba, G. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277–300.
Marton, F., Dahlgren, L. O., Svensson, L., & Säljö, R. (1977). Inlärning och omvärldsuppfattning. Stockholm: Almqvist and Wiksell.
Meyer, J. H. F., & Boulton-Lewis, G. M. (1999). On the operationalisation of conceptions of learning in higher education and their association with students’ knowledge and experiences of their learning. Higher Education Research and Development, 18
Mumby, D. K., & Robin, P. C. (1997). Organizational discourse. In A. Van Dijk Teun (Ed.), Discourse as social interaction. Vol. 2 of discourse studies: A multidisciplinary introduction. London: SAGE Publications.
Petocz, P., & Reid, A. (2001). Students’ experience of learning in statistics. Quaestiones Mathematicae, Supplement 1, 37–45.
Petocz, P., & Reid, A. (2003). Relationships between students’ experience of learning statistics and teaching statistics. Statistics Education Research Journal, 2
(1), 39–53. Online at http://www.stat.auckland.ac.nz/∼iase/serj/SERJ2(1).pdf
Petocz, P., & Reid, A. (2005). Something strange and useless: Service students’ conceptions of statistics, learning statistics and using statistics in their future profession. International Journal of Mathematical Education in Science and Technology, 36
Petocz, P., & Reid, A. (2006). The contribution of mathematics to graduates’ professional working life. Australian Association for Research in Education 2005 Conference Papers
. Compiled by Jeffery, P. L., AARE, Melbourne. Online at http://www.aare.edu.au/05pap/pet05141.pdf
Pillay, H., & Boulton-Lewis, G. (2000). Variations in conceptions of learning in construction technology: Implications for learning. Journal of Education and Work, 13
Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88
Reid, A. (1997). The meaning of music and the understanding of teaching and learning in the instrumental lesson. In A. Gabrielsson (Ed.), Proceedings of the Third Triennial ESCOM Conference, Uppsala University, Vol. 3, pp. 200–205.
Reid, A. (1999). Conceptions of teaching and learning instrumental and vocal music. Ph.D. Thesis, University of Technology, Sydney.
Reid, A. (2000). Self and peer assessment in a course on instrumental pedagogy. In D. Hunter & M. Russ (Eds.), Peer learning in music (pp. 56–62). Belfast: University of Ulster.
Reid, A. (2003). Students’ ideas about their future work: Using research approaches for curriculum development in legal studies. Australian Association for Research in Education 2003 Conference Papers
. Compiled by P. L. Jeffery, AARE, Melbourne. Available online at http://www.aare.edu.au/03pap/rei03249.pdf
Reid, A., Nagarajan, V., & Dortins, E. (2006). The experience of becoming a legal professional. Higher Education Research and Development, 25
Reid, A., & Petocz, P. (2002). Students’ conceptions of statistics: A phenomenographic study. Journal of Statistics Education, 10
(2). Online at http://www.amstat.org/publications/jse/
Reid, A., & Petocz, P. (2003). Variation in musicians’ experience of creating ensemble. In Proceedings of the National Australian Association of Researchers in Music Education Conference, Newcastle, September 2001, pp. 119–129.
Reid, A., & Petocz, P. (2004). The professional entity: Researching the relationship between students’ conceptions of learning and their future profession. In C. Rust (Ed.), Improving student learning: Theory, research and scholarship (pp. 145–157). Oxford Brookes (ISBN 1873576714).
Reid, A., Petocz, P., Smith, G. H., Wood, L. N., & Dortins, E. (2003). Maths students’ conceptions of mathematics. New Zealand Journal of Mathematics, 32(Supp Issue), 163–172.
Reid, A., Smith, G. H., Wood, L. N., & Petocz, P. (2005). Intention, approach and outcome: University mathematics students’ conceptions of learning mathematics. International Journal of Science and Mathematics Education, 3
Säljö, R. (1982). Learning and understanding: A study of differences in constructing meaning from a text. Göteborg: Acta Universitatis Gothoburgensis.
Teichler, U. (1999). Research on the relationships between higher education and the world of work: Past achievements, problems and new challenges. Higher Education, 38
United Nations. (2004). First Regional Meeting on Education for Sustainable Development.
Economic Commission for Europe, Geneva, February. On-line at http://www.unece.org/env/documents/2004/cep/ac.13/cep.ac.13.2004.3.e.pdf
Wisker, G., Tiley, J., Watkins, M., Waller, S., Thomas, J., & Wisker, A. (2001). Discipline-based research into student learning in English, law, social work, computer skills for linguists, women’s studies, creative writing: How can it inform our teaching? Innovations in Education and Teaching International, 38