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Verstraeten, J., van Dongen-Leunis, A., Scheepers, R., Nederhand, M.L., de Koning, B.B., & van Deen, W.K. (2025). Teachers’ perceptions about online teaching: Analysis of their experiences and opportunities for knowledge sharing. International Journal of ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹al Research Open, 9, 100450. 

Verstraeten, J., van Dongen-Leunis, A., Valente, T.W., de Koning, B.B., Nederhand, M.L., Scheepers, R. & van Deen, W.K. (2025). University teachers’ advice networks, self-efficacy, and readiness for online teaching. International Journal of ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹al Research Open, 9, 100478.

Vietze, J., Schwarzenthal, M., Pevec, S., Aral, T., Alhanachi, S., & Demir, Z. (2025, July 3). ReSearching Diversity Podcast Teaching Archive.  

Vlachopoulos, D. (2025). AI-supported formative feedback & critical thinking: Insights from three educational innovation projects. In L. Caporarello (ed.) AI in education: The urgency of the now. Real-world applications, challenges, and lessons for educators.

Vlachopoulos, D. (2025). Authentic assessment: Bridging higher education and real-world skills through diverse methodologies. Proceedings of INTED2025 Conference, 2225-2234. 

Vlachopoulos, D. (2025). Enhancing learning through alternative assessment and formative feedback: mapping strategies and co-creating a toolkit for higher education. Proceedings of EDULEARN25 Conference, 10228-10236.  

Figueroa, M., & Hofhuis, J. (2024). Are some individuals more susceptible to intercultural education than others? Multicultural personality predicts the effects of an intercultural training on cultural intelligence. International Journal of Intercultural Relations, 98, Article 101927.

Gaitán-Aguilar, L., Hofhuis, J., & Jansz, J. (2024). A review of research on global citizenship in higher education: Towards a holistic approach. International Journal of Intercultural Relations, 102, 102050.

De Groot, K., Wieman, S. M., Van Strien, J. W., & Lindemann, O. (2024). To each their own: Sociodemographic disparities in student mental health. Frontiers in ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 9.

Kortleven, W. J., Holvast, N., & BeÅ¡ić, A. (2024). From adaptive to reflective law school socialisation: a theoretical and empirical contribution from the Netherlands. Legal Ethics, 1–21.

Van Lamoen, P. M., Meeuwisse, M., Hiemstra, A. M. F., Arends, L. R., & Severiens, S. E. (2024). Supporting students’ transition to higher education: The effects of a pre-academic programme on sense of belonging, academic self-efficacy, and academic achievement. European Journal of Higher ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 1, 1–22.

Lee, C. I. S., Peeters, D., Auer, J., Giesbers, B., & Appels, M. (2024). Grading and Simultaneously Providing High-Information Feedback: The Harmonized Appraisal Assessment. Academy of Management Proceedings, 2024(1).

Vietze, J., Meeuwisse, M., de Haan, A., Wolff, R., & de Koning, B. (2024). The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹. Identity, 1–14.  

Vlachopoulos, D. & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹al Evaluation, 83, 101425.  

Hofhuis, J., Jongerling, J., & Jansz, J. (2023). Who benefits from the international classroom? A longitudinal examination of multicultural personality development during one year of international higher education. Higher ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 87, 1043–1059.  

Hudig, J. (2023). The why of university for students: Motivational mindsets and guided reflection on life goals. [Doctoral Thesis, ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹]. 

Hudig, J., Scheepers, A., Schippers, M., & Smeets, G. (2023). Goalsetting is mindsetting: Guided reflection on life goals taps into the plasticity of motivational mindsets. Psychological Reports, 1-22.

Jansz, J. (2023). Online de toekomst tegemoet! Een pleidooi voor het vergroten van het online onderwijsaanbod. Tijdschrift voor Communicatiewetenschap, 51(4), 414 – 421.

Nederhand, M., Giesbers, B., Auer, J., & Scheepers, A. (2023). Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback. Assessment & Evaluation in Higher ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 49(3), 288–301.  

Pols, D. H. J., Kamps, A., Runhaar, J., Elshout, G., van Halewijn, K. F., Bindels, P. J. E., & Stegers–Jager, K. M. (2023). Medical students’ perception of general practice: a cross-sectional survey. BMC Medical ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 23(1).

Benning, T. M. (2022). Reducing free-riding in group projects in line with students’ preferences: Does it matter if there is more at stake? Active Learning in Higher ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 25(2), 242-257.

Dumitrica, D., & Jarmula, P. (2022). Teaching Qualitative Research Methods in Media and Communication: The Benefits and Limitations of Digital Learning Objects. The Qualitative Report, 27(9), 1934-1951.

Hudig, J., Scheepers, A., Schippers, M., & Smeets, G. (2022). Motivational mindsets, mindset churn and academic performance: The role of a goal-setting intervention and purpose in life. Current Psychology, 42, 23349–23368.

Nederhand, M., Auer, J., Giesbers, B., Scheepers, A., & van der Gaag, E. (2022). Improving student participation in SET: effects of increased transparency on the use of student feedback in practice. Assessment & Evaluation in Higher ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 48(1), 107–120.

Van Peppen, L., Faber, T. J. E., Erasmus, V., & Dankbaar, M. E. W. (2022). Teamwork Training With a Multiplayer Game in Health Care: Content Analysis of the Teamwork Principles Applied. JMIR Serious Games, 10(4).  

Sommier, M., Wang, Y. & Vasques, A. (2022). Transformative, interdisciplinary and intercultural learning for developing HEI students’ sustainability-oriented competences: a case study. Environment, Development and Sustainability, 1-18.

Wang, Y., Sommier, M. & Vasques, A. (2022). Sustainability education at higher education institutions: pedagogies and students’ competences. International Journal of Sustainability in Higher ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 23(8), 174-193.  

Freyhofer, S., Ziegler, N., de Jong, E.M. & Schippers, M.C. (2021). Loneliness, depression, and anxiety in times of COVID-19: How coping strategies and loneliness relate to mental health outcomes and academic performance. Frontiers in Psychology, 12, 682684.  

Van den Herik, E.-M., & Benning, T. M. (2021). A Students’ Preferences-Based Approach to Select Methods for Detecting and Handling Free-Riding. Journal of Marketing ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹, 43(2), 233-243.

Holvast, N. & Kortleven, W.-J. (2021). De Transformatie tot Jurist: Socialisatie en Diversiteit in de Rechtenstudie. Ars Aequi, 2021(1), 79-85. .

Hudig, J., Scheepers, A. W. A., Schippers, M. C., & Smeets, G. (2021). Motives for studying and student wellbeing: Validation of the motivational mindset model. Frontiers in Psychology, 12, 753987.

Dekker, I., De Jong, E. M., Schippers, M. C., De Bruijn-Smolders, M., Alexiou, A., & Giesbers, B.(2020). Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting. Frontiers in Psychology, 11, 1063.  

Hofhuis, J., Jongerling, J., Van der Zee, KI., & Jansz, J. (2020). Validation of the Multicultural Personality Questionnaire Short Form (MPQ-SF) for use in the context of international education. PLoS One, 15(12), 1-14.

Hudig, J., Scheepers, AWA., Schippers, M., & Smeets, G. (2020). Motivational mindsets and reasons for studying: development and validation of a classification tool. Frontiers in Psychology, 11, 535801.

De Jong, E. M., Ziegler, N., & Schippers, M. C. (2020). From Shattered Goals to Meaning in Life: Life Crafting in Times of the COVID-19 Pandemic. Frontiers in Psychology, 11, 577708.  

Kickert, R. (2020). Raising the Bar: Higher education students’ sensitivity to the assessment policy. [Doctoral Thesis, ÃÀÅ®¸£ÀûµçÓ°ÔºÎçÒ¹]. Erasmus Universiteit Rotterdam (EUR).