| Selling the liberal arts degree in England: unique students, generic skills and mass higher education K Telling Sociology 52 (6), 1290-1306, 2018 | 27 | 2018 |
| The rise and change of the competence strategy: Reflections on twenty-five years of skills policies in the EU K Telling, M Serapioni European Educational Research Journal 18 (4), 387-406, 2019 | 26 | 2019 |
| Bourdieu and the problem of reflexivity: Recent answers to some old questions K Telling European Journal of Social Theory 19 (1), 146-156, 2016 | 16 | 2016 |
| Restorying imposter syndrome in the Early Career stage: Reflections, recognitions and resistance C Morris, L Kadiwal, K Telling, W Ashall, J Kirby, S Mwale The Palgrave Handbook of Imposter Syndrome in Higher Education, 225-240, 2022 | 13 | 2022 |
| The complexity of educational elitism: moving beyond misrecognition K Telling British Journal of Sociology of Education 41 (7), 927-941, 2020 | 12 | 2020 |
| Different universities, different temporalities: placing the acceleration of academic life in context K Telling Perspectives: Policy and Practice in Higher Education 23 (4), 132-137, 2019 | 11 | 2019 |
| Quite contrary: Mary Daly within and without women’s studies K Telling Journal of International Women's Studies 13 (6), 32-43, 2012 | 5 | 2012 |
| Jobs for the generalist: non-vocational degrees and employability K Telling The Liberal Arts Paradox in Higher Education, 74-89, 2023 | 1 | 2023 |
| The Liberal Arts Paradox in Higher Education: Negotiating Inclusion and Prestige K Telling Policy Press, 2023 | 1 | 2023 |
| Meritocracy and mass higher education: character, ease and educational intimacy K Telling The Liberal Arts Paradox in Higher Education, 110-133, 2023 | 1 | 2023 |
| Real Feminists and Fake Feminists K Telling The Paradox of Authenticity in a Globalized World, 233-245, 2014 | 1 | 2014 |
| Feminism and the University K Telling PhD diss., University of Nottingham, 2013 | 1 | 2013 |
| Why do students resist assessment by group-work? Hearing critique in the complaint K Telling European Educational Research Journal, 14749041241249223, 2024 | | 2024 |
| Distinctly indistinct: generic skills and the unique student K Telling The Liberal Arts Paradox in Higher Education, 54-73, 2023 | | 2023 |
| Identity and the ‘ideal’student: citizens, cosmopolitans, consumers? K Telling The Liberal Arts Paradox in Higher Education, 90-109, 2023 | | 2023 |
| Discipline and its discontents: multi-, inter-or trans-disciplinarity? K Telling The Liberal Arts Paradox in Higher Education, 31-53, 2023 | | 2023 |
| Trailblazing traditionalists: imagining the liberal arts in time K Telling The Liberal Arts Paradox in Higher Education, 20-30, 2023 | | 2023 |
| Book Review Symposium: Maggie Berg and Barbara K Seeber, The Slow Professor: Challenging the Culture of Speed in the Academy by Kathryn Telling K Telling Sociology 53 (1), 209-211, 2019 | | 2019 |
| Book Review Symposium: Maggie Berg and Barbara K Seeber, The Slow Professor: Challenging the Culture of Speed in the Academy by Kathryn Telling K Telling Sociology 53 (1), 209-211, 2019 | | 2019 |
| Maggie Berg and Barbara K Seeber (2016) The slow professor: challenging the culture of speed in the academy K Telling Sociology 53 (1), 209-211, 2019 | | 2019 |
Shadreck MwaleGeller Institute of Ageing and Memory, University of West London在 uwl.ac.uk 的电子邮件经过验证
Shadreck MwaleGeller Institute of Ageing and Memory, University of West London在 uwl.ac.uk 的电子邮件经过验证
Wendy AshallSenior Lecturer, University of Sussex在 sussex.ac.uk 的电子邮件经过验证