The learning outcomes race: the value of self-reported gains in large research universities

By J. Douglass, Gregg E. Thomson, Chun-Mei Zhao. 2012

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The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “Students who feel good about their academic results perceive satisfaction with their academic experience, and key satisfiers for university students include experiencing a sense of achievement with what they have learnt (Douglas et al., 2012).”
Knowledge Production and Contradictory Functions in African Higher Education (2015, background): “…role of higher education and universities in the knowledge economy, a foundation is lacking for the development and implementation of a clear and effective policy and strategy for differentiation, which is a condition for the development of a group of research-intensive universities in the system.”
Developing career management competencies among undergraduates and the role of work-integrated learning (2016, methodology): “We gathered self-report data, which is considered problematic by some (Douglass, Thomson, and Zhao 2012), using a single method that may raise concerns for common method variance (Taylor 2014).”