Teaching in Higher Education

Article	Citations
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	86
Stress and predictive psychosocial variables in Ecuadorian university teachers	40
Formative feedback in a multicultural classroom: a review	36
From affirmative to transformative approaches to academic development	29
Anonymous assessment: is it still worth it?	28
Editorial: getting critical about critique in higher education	27
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	27
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	27
Teaching through ‘powerful knowledge’ in vocational higher education: tensions of ‘relational’ approaches in China	26
Toward a theory of trauma-informed pedagogy in higher education	26
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	25
Exploring sources of engineering students’ academic well-being through Q-methodology research	24
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	24
Teacher power and authority: an analysis of exemplar faculty by career stage	24
Why a dispositional view of ecological literacy is needed	21
Correction	20
Metamodern sensibilities: toward a pedagogical framework for a wicked world	19
The transformation of doctoral education: responding to the needs and expectations of society and candidates	18
Deconstructing the constraints of justice-based environmental sustainability in higher education	17
Faculty beliefs and the need for teaching improvement: a conceptual replication study	16
Breathing in, breathing out: the structure of conversational sense-making around equity in higher education teaching	16
Measuring and mapping authentic assessment with a novel quantitative typology	16
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	16
Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland	16
Chinese international doctoral students’ perceptions of publishing: a time–space perspective	15

Contemplative pedagogy for positive engagement in online teaching and learning in higher education	15
What faculty already do: Universal Design for Learning strategies to support autistic students at university	15
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	15
Internationalisation at the expense of employment practices? Rethinking duty of care in transnational higher education	14
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	13
Socio-cultural and artistic disruption in the Spanish university: the ArtEduca experience	13
Changing cultures of critique: towards context, creativity and care in academic practice	13
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy	13
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder	13
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching	13
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective	12
An intersectional analysis of students with disabilities’ exam experiences	12
Feedback in higher education: aligning academic intent and student sensemaking	12
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities	12
Embedding assessment flexibilities for future authentic learning	11
Critiquing uncritical EDI in higher education	11
Educational expertise as prestige: research-intensive curriculum change	11
Interactive oral assessment: co-existence of formative and summative purposes	11
Lecture rapture: the place and case for lectures in the new normal	11
AI amplifies the tough question: What is higher education really for?	11
Identity positions of the resisting student in the academic student resistance discourse	11
Understanding philosophical perspectives of ‘voice’ for better student staff co-creation	11
A scoping review of action research in higher education: implications for research-based teaching	10
Precarity and illusions of certainty in higher education teaching	10
Students’ feedback literacy in higher education: an initial scale validation study	10
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking	10
Relational resistance and transformative pedagogy in the global south: insights from Bangladeshi higher education	10
Opening up spaces for researching multilingually in higher education	10
Visualising tensions in undergraduate education: Clark’s triangle revisited	10
Building belonging in online classrooms: relationships at the core	9
Formal learning spaces in Higher Education – a systematic review	9
Decolonising or anti-racism? Exploring the limits of possibility in higher education	9
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities	9
Diverse experiences and belonging in an online, first-year, team-based engineering design course	9
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education	9
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	8
Teacher experiences with online experiential legal education	8
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	8
Researching student competence development through the lens of cultural historical activity theory	8
Representation within the sport management curricula: exploring educators’ decision making-process	8
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	8
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff	8
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	8
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	8
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	8
The critical educator’s two bodies, or, why the personal is still not political	8
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	8
Applying Sadler’s principles in holistic assessment design: a retrospective account	8
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	8
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	8

Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment	8
Teacher agency in universities: exploring underlying beliefs and agentic orientations when navigating university teaching practices	7
‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships	7
The scramble for EMI: lessons from postcolonial ‘old EMI’ universities	7
From active learners to knowledge contributors: authentic assessment as a catalyst for students' epistemic agency	7
Participation, assertion and aspiration-indigenous teacher agency in higher education	7
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems	7
Getting critical about critical world citizenship. Bottom-up skills development and in-classroom operationalization within a Dutch liberal arts college	7
Sustainable embedded academic literacy development: the gradual handover of literacy teaching	7
Enacting and/or contesting the ‘normal TA body’: social location and the experiences of teaching assistants	7
Black Lives Matter here too: amplifying blackness in research methods	7
The case for scaling authentic learning across undergraduate and postgraduate research skills courses	7
Epistemic outcomes of English medium instruction in a South Korean higher education institution	7
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice	7
Unlearning, uncovering and becoming: experiencing academic writing as part of undergraduate research	7
Decolonising the psychology curriculum: perspectives from faculty at a UK university	6
Social work students with English as an additional language: examining written assessment feedback	6
Reaffirming the importance of relational pedagogies in higher education: educators’ experiences during the COVID-19 pandemic	6
Caring for students by caring for ourselves first: comadre co-teaching during times of crisis	6
Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective	6
Five metafunctions of good university teachers: a narrative inquiry in Kazakhstan	6
Exploring research ethics through the lens of critical posthumanism in the age of Artificial Intelligence	6
‘Hope despite all odds’: academic precarity in embattled Ukraine	6
Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan	6
Enhancing powerful knowledge in undergraduate science curriculum for social good	6
Transforming higher education: a systematic review of faculty training in UDL and its benefits	6
Navigating Dilemmas: university educators’ journeys in creativity teaching	6
Employability development in undergraduate programmes: how different is liberal arts education?	6
Critical perspectives on teaching in the multilingual university	6
Habermas as an ethnic thinker Par Excellence: on critique, Palestine and the role of intellectuals	5
‘Diversity’ in higher education teaching: crucial disruptions, voices, and pedagogical approaches	5
Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective	5
Exploring early career academic teacher identities: using the audio diary method for reflection and research	5
An exploration of the impact of different peer learning activities utilised to develop student employability	5
Conceptualising multilingualism in higher education in Timor-Leste: the case of petroleum studies	5
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives	5
‘ That classroom, that camaraderie … it’s uplifting ’: how a pedagogy designed to strengthen academic literacies and skills in critical analysis and address the adverse	5
An ecological lens on the professional development of university teachers	5
Problematizing constructive alignment in higher education in gulf cooperation council countries	5
Higher education towards the bardo: decolonising origin stories and place relations	5
Bildung, Didaktik, and the pedagogy of higher education	5
What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback	5
‘I can’t unsee what I’ve seen:’ Doing Social Justice Pedagogy in the research methods classroom	5
Authentic assessment in higher education: the spectre of lost futures	5
(Non)accreditation and implications for curriculum development in graduate professional programs	5
Writing as liberatory practice: unlocking knowledge to locate an academic field	5
‘Pray(ing) the person marking your work isn't racist’: racialised inequities in HE assessment practice	5
Supervising international students: the role of symbolic capital	5
ChatGPT is a game changer: detection and eradication is not the way forward	5
Recontextualising professional knowledge: a view on ‘practical knowledge’	5
‘See us’: an urgent call to collaborate with colleagues in crisis environments around the world	4
The body doesn’t lie: yoga and embodiment in the higher education classroom	4
Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team	4
Is it time to stop talking about authentic assessment?	4
STEM faculty’s perspectives on adopting culturally responsive pedagogy	4
Teaching and writing in the slipstream: aphorisms of precarity	4
The art of Naqd : communicating critique in Arabic thought for teacher training in Arabia	4
Student-ready critical care pedagogy: a student-centred instructional approach for struggling students	4
Promoting accessibility of assessment criteria: shifting from a product- to a process- and future-oriented approach	4
Contemplative, holistic eco-justice pedagogies in higher education: from anthropocentrism to fostering deep love and respect for nature	4
Educationally authentic assessment: reframing authentic assessment in relation to students’ meaningful engagement	4
University teachers’ engagement and sensemaking in knowledge building professional development	4
Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times?	4
Proverbial teachings on sustainability: critical dialogues on traditional proverbs and zine-making in higher education	4
Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China	4
The duty to explain: a positive defence of academic freedom in the social sciences	4
Student silence as voice: a reflection on boundaries and responsibilities of advocating for student participation in HE	4
Cut the bullshit: why GenAI systems are neither collaborators nor tutors	4
What knowledge matters in health professions education?	4
Contortion, loss and moments for joy: insights into writing groups for international doctoral students	4
Film in university teaching: optimising multimodal pedagogies through film literacy	3
Placing authenticity at the heart of student self-assessment: an integrative review	3
Personalised learning pedagogies and the impact on student progression and retention: the case of counselling training within a university setting	3
The climate crisis as a driver for pedagogical renewal in higher education	3
Making translation visible in translingual doctoral research: a call to action for doctoral supervisors	3
Doctoral pathways to imagined futures in higher education: two Hong Kong cases	3
Embracing playful criticality as a departure from the thoughtless university	3
Constructing assessment practices for knowledge building in science	3
Reimagining the role of higher education for peacebuilding: reflections from Somaliland	3
Curricula under pressure: reclaiming practical knowledge	3

What do you meme? – Meme-Making as a research method	3
Glow up: the power of fiction in higher education research	3
Examining academics’ changing approaches to teaching in response to the pandemic disruption: a phenomenographic approach	3
Characteristics of productive feedback encounters in online learning	3
Seeing behind the curtain: Reverse Mentoring within the Higher Education landscape	3
The role of the higher education educator in times of conflict in Myanmar	3
The multiplicity of authenticity in higher education assessment	3
Towards an antiracist scholar-activist pedagogy: putting critical pedagogy and scholar-activism in dialogue	3
Beyond colonial futurities in climate education	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
Exploring the nexus between assessment, quality and social justice: reflections on remote assessment practices	3
Animating pedagogies of discomfort and affect for anti-racism and decolonizing aims in social work education	3
Toward a conflict-sensitive approach to higher education pedagogy: lessons from Afghanistan and Somaliland	3