Publications

Articles

Baker, Z. (2024). Facing the cliff-edge: Care-experienced graduates' access to and progression through taught postgraduate study in the United Kingdom. Higher Education, https://doi.org/10.1007/s10734-024-01219-9

Baker, Z. (2023). Young people engaging in event-based diaries: A reflection on the value of diary methods in Higher Education decision-making research. Qualitative Research, 23(3): 686-705. https://doi.org/10.1177/14687941211048403

Harrison, N., Baker, Z., Ellis, K. & Stevenson, J. (2023). A praxis-based perspective on supporting care-experienced students to thrive in higher education using the capabilities approach. European Journal of Higher Education. https://doi.org/10.1080/21568235.2023.2247191

Baker, Z., Harrison, N., Stevenson, J. & Wakeling, P. (2021). Patterns of postgraduate transitions amongst care-experienced graduates in the United Kingdom. Cambridge Journal of Education, 52(3): 349-368. https://doi.org/10.1080/0305764X.2021.1994922

Harrison, N., Baker, Z. & Stevenson, J. (2020). Employment and further study outcomes for care-experienced graduates in the UK. Higher Education, 83: 357-378. https://doi.org/10.1007/s10734-020-00660-w

Baker, Z. (2020). The vocational/academic divide in widening participation: The Higher Education decision-making of Further Education students. Journal of Further and Higher Education, 44(6): 766-780. https://doi.org/10.1080/0309877X.2019.1599328

Baker, Z. (2019). Priced out: The renegotiation of aspirations and individualised HE ‘choices’ in England. International Studies in Sociology of Education, 28(3-4): 299-325.

https://doi.org/10.1080/09620214.2019.1619471

Baker, Z. (2019). Reflexivity, structure and agency: Using reflexivity to understand FE students’ HE decision-making and choices. British Journal of Sociology of Education, 40(1): 1-16.

https://doi.org/10.1080/01425692.2018.1483820

Book Chapters

Baker, Z. (2021). Reactivity, rationality, emotion and self-protection: Critical reflections on the use and potential of diaries in Higher Education choice and decision-making research. In: X. Cao & E. F. Henderson (eds) Exploring diary methods in Higher Education research. London: Routledge. pp. 102-114.

Baker, Z. (2014). Autoethnographic writing in student engagement practices: A personal and critical reflection, In: C. Bryson, Understanding and developing student engagement. Oxon: Routledge. pp. 101-111.

Reports

Baker, Z. (2024). The Care-Experienced Graduates' Decision-Making, Choices and Destinations Project: Phase three report. York: University of York. https://doi.org/10.15124/yao-eqn7-0w72

Baker, Z. (2024). The Care-Experienced Graduates' Decision-Making, Choices and Destinations Project: Phase two report. York: University of York. https://doi.org/10.15124/yao-vwh9-p596

Baker, Z. (2022) The Care-Experienced Graduates' Decision-Making, Choices and Destinations Project: Phase one report. York: University of York. https://doi.org/10.15124/yao-08q3-qy61

Stevenson, J., Baker, Z., Harrison, N., Bland, B., Jones-Devitt, S., Donnelly, A., Pickering, N. & Austen, L. (2020) Positive impact? What factors affect access, retention and graduate outcomes for university students with a background of care or family estrangement? Bristol: The Unite Foundation. https://shura.shu.ac.uk/25839/