| Learning between two systems: A Chinese student’s reflexive narrative in a China-Australia articulation programme K Dai Compare: A Journal of Comparative and International Education 50 (3), 371-390, 2020 | 65 | 2020 |
| Foreign-born Chinese students learning in China: (Re)shaping intercultural identity in higher education institution Y Hu, K Dai International Journal of Intercultural Relations 80, 89-98, 2021 | 51 | 2021 |
| Mobile Chinese students navigating between fields:(Trans)forming habitus in transnational articulation programmes? K Dai, B Lingard, RP Musofer Educational Philosophy and Theory 52 (12), 1329-1340, 2020 | 45 | 2020 |
| Intercultural learning in transnational articulation programs: The hidden agenda of Chinese students’ experiences K Dai, J Garcia Journal of International Students, 2019 | 43 | 2019 |
| Chinese students' assessment and learning experiences in a transnational higher programme K Dai, K Matthews, E, V Reyes Assessment & Evaluation in Higher Education, 1-12, 2019 | 39* | 2019 |
| 'In-betweeners': Chinese students' experiences in China-Australia articulation programs K Dai, B Lingard, V Reyes Scottish Educational Review 50 (1), 36-55, 2018 | 33 | 2018 |
| Transitioning 'in-between': Chinese students' navigating experiences in transnational higher education programmes K Dai Brill, 2021 | 32 | 2021 |
| Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme K Dai, KE Matthews, P Renshaw Higher Education Research & Development, 2020 | 30 | 2020 |
| The micro-politics of cultural change: A Chinese doctoral student’s learning journey in Australia K Dai, I Hardy Oxford Review of Education, 2020 | 29 | 2020 |
| Pursuing doctoral research in an emerging knowledge hub: An exploration of international students’ experiences in China K Dai, I Hardy Studies in Higher Education, 2023 | 26 | 2023 |
| Language for learning? International students’ doctoral writing practices in China K Dai, I Hardy Journal of Multilingual and Multicultural Development, 2022 | 24 | 2022 |
| Students as partners: A new ethos for the transformation of teacher and student identities in Chinese higher education Y Liang, K Dai, K Matthews International Journal of Chinese Education, 2020 | 23 | 2020 |
| ‘Shi men’ as key doctoral practice: Understanding international doctoral students’ learning communities and research culture in China K Dai, D Elliot Oxford Review of Education, 2022 | 16 | 2022 |
| Transnational higher education in China: Policies, practices, and development in a (post-)pandemic era X Li, K Dai, X Zhang Higher Education Policy, 2023 | 15 | 2023 |
| A fish in many waters? Addressing transnational habitus and the reworking of Bourdieu in global contexts G Stahl, GM Mu, H Soong, K Dai Sociological Research Online, 2023 | 14 | 2023 |
| Conducting doctoral research in China: An exploration of international students’ motivation to study at Chinese universities K Dai, Y Hu, X Li, O Oladipo Higher Education Research & Development, 2023 | 13 | 2023 |
| ‘Students as partners rather than followers but…’: Understanding academics’ conceptions of changing learner-teacher relationships in Chinese higher education K Dai, K Matthews Higher Education Research & Development, 2022 | 13 | 2022 |
| Forms of agency enacted by international PhD holders in Australia and PhD returnees in China to negotiate employability T Pham, K Dai, E Saito Compare: A Journal of Comparative and International Education, 2023 | 11 | 2023 |
| Equity and opacity in enacting Chinese higher education policy: Contrasting perspectives of domestic and international students K Dai, I Hardy Discourse: Studies in the Cultural Politics of Education, 2022 | 11 | 2022 |
| Why Chinese students choose to pursue secondary education in Canada: An empirical investigation based on push–pull model X Jing, L Peng, K Dai Asia Pacific Education Review 22, 623-636, 2021 | 11 | 2021 |
Kelly E MatthewsProfessor, University of Queensland在 uq.edu.au 的電子郵件地址已通過驗證
