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Jones, Caroline Sarah ORCID: https://orcid.org/0000-0001-9899-5058 and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2025) The Intricacies of Student Engagement in Higher Education after the pandemic: Academic and Central Services staff views and experiences. Student Engagement in Higher Education Journal, 6 (1). pp. 111-147. ISSN 2399-1836

Jones, Caroline Sarah ORCID: https://orcid.org/0000-0001-9899-5058 and Sweeney, Leonie (2025) The Student Engagement Enigma – The Psychosocial and Academic Trust Alienation Theory: A new theoretical lens to investigate Higher Education student phenomena. Student Engagement in Higher Education Journal, 6 (1). pp. 79-110. ISSN 2399-1836

Jones, Caroline Sarah ORCID: https://orcid.org/0000-0001-9899-5058 and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2024) Under increasing pressure in the wake of COVID-19: a systematic literature review of the factors affecting UK undergraduates with consideration of engagement, belonging, alienation and resilience. Perspectives: Policy and Practice in Higher Education, 28 (3). pp. 141-151. ISSN 1360-3108

Jones, Caroline Sarah ORCID: https://orcid.org/0000-0001-9899-5058 (2024) Education and the social mobility conundrum: an examination of the ‘psychosocial and academic trust alienation theory’ in the context of disadvantaged students in the UK secondary education sector. Children and Society, 38 (1). pp. 137-158. ISSN 0951-0605

Jones, Caroline ORCID: https://orcid.org/0000-0001-9899-5058 (2023) Disadvantage, educational social mobility and barriers to student engagement: An exploration of the Psychosocial and Academic Trust Alienation theory across educational practice. Advances in Developmental and Educational Psychology, 4 (1). pp. 160-174. ISSN 2591-7870

Jones, Caroline ORCID: https://orcid.org/0000-0001-9899-5058 and Nangah, Zoe (2021) Higher Education students : barriers to engagement; psychological alienation theory, trauma and trust; a systematic review. Perspectives: Policy and Practice in Higher Education, 25 (2). pp. 62-71. ISSN 1360-3108