Teaching in Higher Education

Article	Citations
Challenge-based learning in higher education: an exploratory literature review	115
Barriers to student active learning in higher education	93
Pedagogies of mattering: re-conceptualising relational pedagogies in higher education	56
Professional learning for educators teaching in English-medium-instruction in higher education: a systematic review	38
Assessment for Inclusion: rethinking inclusive assessment in higher education	38
Do students experience transformation through co-creating curriculum in higher education?	34
Disciplinary perspectives on feedback processes: towards signature feedback practices	34
The link between flipped and active learning: a scoping review	27
Exploring online readiness in the context of the COVID 19 pandemic	24
Possibilities and complexities of decolonising higher education: critical perspectives on praxis	22
Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation	22
Mapping the research on pedagogies with international students in the UK: a systematic literature review	22
From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England	21
Students’ well-being in tertiary environments: insights into the (unrecognised) role of lecturers	19
Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal	19
Classroom counterspaces: centering Brown and Black students in doctoral education	19
Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan	18
Teaching wicked problems in higher education: ways of thinking and practising	18
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education	18
Academics teaching and learning at the nexus: unbundling, marketisation and digitisation in higher education	17
Working in the borderlands: critical perspectives on doctoral education	17
Doctoral students navigating the borderlands of academic teaching in an era of precarity	17
Fostering social mobility and employability: the case for peer learning	17
Investigating student and alumni perspectives on language learning and career prospects through English medium instruction	16
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	16

Beyond colonial futurities in climate education	16
Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education	16
Understanding academic agency in curriculum change in higher education	16
Traces of embodied teaching and learning: a review of empirical studies in higher education	16
Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective	15
Scholarship and academic capitals: the boundaried nature of education-focused career tracks	15
Deconstructing the constraints of justice-based environmental sustainability in higher education	15
Five moves towards an ecological university	15
Fostering student motivation and engagement with feedback through ipsative processes	15
How writing retreats represent an ideal opportunity to enhance PhD candidates’ writing self-efficacy and self-regulation	14
Assessment and epistemic (in)justice: how assessment produces knowledge and knowers	14
Formal learning spaces in Higher Education – a systematic review	13
Crossing the border from candidate to supervisor: the need for appropriate development	13
Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education	13
The climate crisis as a driver for pedagogical renewal in higher education	12
Flexible assessment and student empowerment: advantages and disadvantages – research from an Australian university	12
Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university	12
The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines	12
Linguistic ecology of Bangladeshi higher education: A translanguaging perspective	12
University students’ perceptions of learning of moral education: a response to lifelong moral education in higher education	12
A return to Teacherbot: rethinking the development of educational technology at the University of Edinburgh	12
Identifying the components of effective learner-centred feedback information	11
Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing	11
Supporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective	11
Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills	11
Letting the ghosts in: re-designing HE teaching and learning through posthumanism	11
Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times?	10
High-impact educational practices: leveling the playing field or perpetuating inequity?	10
‘Pray(ing) the person marking your work isn't racist’: racialised inequities in HE assessment practice	10
Effectiveness of social science research opportunities: a study of course-based undergraduate research experiences (CUREs)	10
Initiating and maintaining student-instructor rapport in face-to-face classes	10
Beliefs and engagement in an institution-wide pedagogic shift	10
How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning?	10
Understanding professional vulnerability in an era of performativity: experiences of EFL academics in mainland China	10
Educational transmogrification: from panicgogy to pedagogy of compassion	10
A new mobilities approach to re-examining the doctoral journey: mobility and fixity in the borderlands space	10
Indigenizing Engineering education in Canada: critically considered	10
Embedding interdisciplinary learning into the first-year undergraduate curriculum: drivers and barriers in a cross-institutional enhancement project	10
Epistemic outcomes of English medium instruction in a South Korean higher education institution	10
Building relationships in higher education to support students’ motivation	9
‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universities	9
Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences	9
Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework	9
Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers	9
How postgraduate university students construct their identity as learners in a multicultural classroom	9
English as an important but unfair resource: university students’ perception of English and English language education in South Korea	9
Decolonising while white: confronting race in a South African classroom	9
The Debate on student evaluations of teaching: global convergence confronts higher education traditions	9
Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts	9
Engineered accents: international teaching assistants and their microaggression learning in engineering departments	9

Toward a conflict-sensitive approach to higher education pedagogy: lessons from Afghanistan and Somaliland	9
Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university	8
Curriculum change as transformational learning	8
Updating the PhD: making the case for interdisciplinarity in twenty-first-century doctoral education	8
‘Pillars of the colonial institution are like a knowledge prison': the significance of decolonizing knowledge and pedagogical practice for Pacific early career academics in higher education	8
AI amplifies the tough question: What is higher education really for?	8
Approaching global education development with a decolonial lens: teachers’ reflections	8
Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university	8
Teacher effectiveness in Asian higher education contexts: a systematic review	8
Academic writing workshop-ing to support students writing bachelor’s and master’s theses: a more-than-human approach	8
‘I didn’t know this was actually stuff that could help us, with actually learning’: student perceptions of Active Blended Learning	8
Contemplative, holistic eco-justice pedagogies in higher education: from anthropocentrism to fostering deep love and respect for nature	8
Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective	8
Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice	8
From affirmative to transformative approaches to academic development	8
Reconfiguring environmental sustainability education by exploring past/present/future pedagogical openings with preservice teachers	8
Intentions, concepts and conceptions of research supervision: a consideration of three disciplines	8
Pedagogical practice as ‘feeling-thinking’ praxis in higher education: a case study in Colombia	7
Seeing behind the curtain: Reverse Mentoring within the Higher Education landscape	7
Inhabiting borders: autoethnographic reflections of PhD students in Colombia	7
What knowledge matters in health professions education?	7
A socio-political approach on autistic students’ sense of belonging in higher education	7
Enhancing social justice and socially just pedagogy in higher education through participatory action research	7
Co-teaching difficult subjects: critical autoethnography and pedagogy	7
Tutors’ beliefs about language and roles: practice as language policy in EMI contexts	7
Whither epistemic (in)justice? English medium instruction in conflict-affected contexts	7
Lecturers’ curational behaviour in higher education	7
Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria	7
Prevent/Ing critical thinking? The pedagogical impacts of Prevent in UK higher education	7
Understanding educational development in terms of the collective creation of socially-just curricula	7
Reflexivity and agency in university-based teacher educators: a critical realist analysis	7
Indigenizing environmental sustainability curriculum and pedagogy: confronting our global ecological crisis via Indigenous sustainabilities	7
Lecture rapture: the place and case for lectures in the new normal	7
Co-operatives for learning in higher education: experiences of undergraduate students from environmental sciences	7
The resilience of settler colonialism in higher education: a case study of a western sustainability department	7
“More than professional skills:” student perspectives on higher education’s purpose	6
The scramble for EMI: lessons from postcolonial ‘old EMI’ universities	6
Chinese international doctoral students’ perceptions of publishing: a time–space perspective	6
Metamodern sensibilities: toward a pedagogical framework for a wicked world	6
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	6
Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective	6
Navigating power in doctoral publishing: a data feminist approach	6
An ecological lens on the professional development of university teachers	6
Like a bridge over troubled landscapes: African pathways to doctorateness	6
Researcher developers traversing the borderlands: credibility and pedagogy in the third space	6
Teaching Academic Literacies in international relations: towards a pedagogy of practice	6
Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team	6
A rationale for trauma-informed postgraduate supervision	6
Learning by doing it wrong: an autoethnography inviting critical reflection of lecturers’ disability awareness	6
Race talk and white normativity: classroom discourse and narratives in Norwegian higher education	6
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives	5
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff	5
Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective ‘teaching culture'	5
Indigenous students’ agency vis-à-vis the practices of recognition and invisibilization in a multilingual university	5
University students’ conceptions and experiences of teacher care amidst online learning	5
Why choice of teaching method is essential to academic freedom: a dialogue with Finn	5
Characteristics of productive feedback encounters in online learning	5
Teaching the English language in Chinese higher education: preparing critical citizens for the global village	5
Engaging decolonization: lessons toward a theory of change for transforming practice	5
Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland	5
Assessment for learning in a Confucian-influenced culture: beyond the summative/formative binary	5
A Partnership Outcome Spaces framework for purposeful student–staff partnerships	5
Academic literacies and the tilts within: the push and pull of student writing	5
Study Skills: neoliberalism’s perfect Tinkerbell	5
The case for scaling authentic learning across undergraduate and postgraduate research skills courses	5
Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China	5
Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal	5
The student voice for social justice pedagogical method	4
The reflexive self; adapting to academic life in a time of social turmoil	4
Reconsidering Vygotsky’s ‘more capable peer’ in terms of both personal and knowledge outcomes	4
Mapping student engagement using a theoretical lens	4
Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication	4
‘Hope despite all odds’: academic precarity in embattled Ukraine	4
Mediating learning with learning analytics technology: guidelines for practice	4
Improving student learning through inquiry-based reading	4
Accounting for the troubled status of English language teachers in Higher Education	4
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	4
Critical perspectives on teaching in the multilingual university	4
Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism	4
Feedback in higher education: aligning academic intent and student sensemaking	4

Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	4
Teaching for diversity: university educators’ accounts of care work and emotional labour with CALD students	4
Equipping graduates with future-ready capabilities: an application of learning theories to higher education	3
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	3
The politics of student belonging: identity and purpose	3
Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds	3
Opening up spaces for researching multilingually in higher education	3
Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors	3
Computer says no? Limitations of tech-focused transitions to higher education for Australian LSES students	3
Why a dispositional view of ecological literacy is needed	3
Demolishing the fear of theory to liberate higher education discourse and practice	3
Borderlanders: academic staff being and becoming doctoral students	3
‘It is the easiest thing to do’: university students’ perspectives on the role of lecture recording in promoting inclusive education in the UK	3
Promoting student learning through diasporic foodways: community-oriented pedagogy through films	3
From technology to community: the role of artefacts in teaching and learning during and beyond pandemic times	3
Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach	3
Beyond coloniality and monolingualism: decolonial reflections on languages educationMas allá de la colonialidad y el monolingüismo: reflexiones decoloniales sobre la enseñanza de lenguas	3
‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships	3
The transformation of doctoral education: responding to the needs and expectations of society and candidates	3
Teaching justice-based environmental sustainability in higher education: generative dialogues	3
Animating pedagogies of discomfort and affect for anti-racism and decolonizing aims in social work education	3
Caring for students by caring for ourselves first: comadre co-teaching during times of crisis	3
Emotional support from the perspective of extrinsic emotion regulation: insights of computer science doctoral supervisors	3
Boundaries and boundary crossing in a multidisciplinary online higher education course on forest bioeconomy	3
Mastering team crises: a play-oriented approach to foster resilience capabilities in student teams	3
Concerns about teaching culturally diverse students in a cross-disciplinary sample of higher education faculty	3
A slippery cousin to ‘development’? The concept of ‘impact’ in teaching sustainability in design education	3
Transforming pre-service EFL teacher education through critical cosmopolitan literacies: voices from Mainland China	3