Teaching in Higher Education

Article	Citations
Teacher feedback literacy and its interplay with student feedback literacy	139
The datafication of teaching in Higher Education: critical issues and perspectives	110
Challenge-based learning in higher education: an exploratory literature review	82
The ‘smart’ classroom: a new frontier in the age of the smart university	72
Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum	65
Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: a systematic review of the literature	44
The datafication of higher education: discussing the promises and problems	44
Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education	37
Disciplinary perspectives on feedback processes: towards signature feedback practices	36
Marketing universities and targeting international students: a comparative analysis of social media data trails	32
Pedagogies of mattering: re-conceptualising relational pedagogies in higher education	31
The case of Canvas: Longitudinal datafication through learning management systems	30
Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach	29
Seeing students at scale: how faculty in large lecture courses act upon learning analytics dashboard data	28
A pedagogy of data and Artificial Intelligence for student subjectification	27
Professional learning for educators teaching in English-medium-instruction in higher education: a systematic review	26
Deferred time in the neoliberal university: experiences of doctoral candidates and early career academics	25
Exploring online readiness in the context of the COVID 19 pandemic	23
Data frontiers and frontiers of power in (higher) education: a view of/from the Global South	23
Assessment for Inclusion: rethinking inclusive assessment in higher education	22
Do students experience transformation through co-creating curriculum in higher education?	21
The link between flipped and active learning: a scoping review	20
Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation	19
Possibilities and complexities of decolonising higher education: critical perspectives on praxis	18
Mapping the research on pedagogies with international students in the UK: a systematic literature review	18

Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback	17
Racial disparities in student outcomes in British higher education: examining Mindsets and bias	17
Working in the borderlands: critical perspectives on doctoral education	16
Classroom counterspaces: centering Brown and Black students in doctoral education	16
Doctoral students navigating the borderlands of academic teaching in an era of precarity	16
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education	16
From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England	15
Fostering social mobility and employability: the case for peer learning	14
Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective	14
Risky teaching: developing a trauma-informed pedagogy for higher education	14
Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education	14
Disrupting the power relations of grading in higher education through summative self-assessment	14
Epistemic agency in student teachers’ engagement with research skills	13
Investigating student and alumni perspectives on language learning and career prospects through English medium instruction	13
Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal	13
Respectfully distrusting ‘Students as Partners’ practice in higher education: applying a Mad politics of partnership	13
Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education	13
The new tyranny of student participation? Student voice and the paradox of strategic-active student-citizens	12
Graduate employability and the career thinking of university STEMM students	12
Effective collaborative learning from Chinese students’ perspective: a qualitative study in a teacher-training course	12
International students enacting agency in their PhD journey	12
What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context	12
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	12
Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts	11
The timescapes of teaching in Higher Education	11
Understanding academic agency in curriculum change in higher education	11
Students’ well-being in tertiary environments: insights into the (unrecognised) role of lecturers	11
Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan	11
The voice(s) of reason: conceptual challenges for the decolonization of knowledge in global higher education	11
The projectification of the university: consequences and alternatives	11
Beliefs and engagement in an institution-wide pedagogic shift	10
Choose your own assessment – assessment choice for students in online higher education	10
Student perspectives on co-creating timescapes in interdisciplinary projects	10
A return to Teacherbot: rethinking the development of educational technology at the University of Edinburgh	10
Critical pedagogies for community building: challenging ableism in higher education physical education in the United States	10
Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university	10
Crossing the border from candidate to supervisor: the need for appropriate development	10
Experiences of distance doctoral supervision in cross-cultural teams	10
The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines	10
Effectiveness of social science research opportunities: a study of course-based undergraduate research experiences (CUREs)	10
Linguistic ecology of Bangladeshi higher education: A translanguaging perspective	10
Indigenizing Engineering education in Canada: critically considered	10
Engaging doctoral students in networking opportunities: a relational approach to doctoral study	10
Deconstructing the constraints of justice-based environmental sustainability in higher education	10
Scholarship and academic capitals: the boundaried nature of education-focused career tracks	10
A new mobilities approach to re-examining the doctoral journey: mobility and fixity in the borderlands space	9
Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing	9
Epistemic outcomes of English medium instruction in a South Korean higher education institution	9
Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity	9
Educational transmogrification: from panicgogy to pedagogy of compassion	9

Factors influencing learner autonomy and autonomy support in a faculty of education	9
Critical, calculated, neoliberal: differing conceptions of care in higher education	9
Teaching wicked problems in higher education: ways of thinking and practising	9
Fostering student motivation and engagement with feedback through ipsative processes	9
The climate crisis as a driver for pedagogical renewal in higher education	9
Academics teaching and learning at the nexus: unbundling, marketisation and digitisation in higher education	9
How writing retreats represent an ideal opportunity to enhance PhD candidates’ writing self-efficacy and self-regulation	9
Participatory alignment: a positive relationship between educators and students during online masters dissertation supervision	9
Traces of embodied teaching and learning: a review of empirical studies in higher education	9
Beyond colonial futurities in climate education	8
University students’ perceptions of learning of moral education: a response to lifelong moral education in higher education	8
Engineered accents: international teaching assistants and their microaggression learning in engineering departments	8
Making futures: equity and social justice in higher education timescapes	8
Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice	8
Flexible assessment and student empowerment: advantages and disadvantages – research from an Australian university	8
English as an important but unfair resource: university students’ perception of English and English language education in South Korea	8
From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process	8
Letting the ghosts in: re-designing HE teaching and learning through posthumanism	8
Revisiting ‘A “teaching excellence” for the times we live in’: posthuman possibilities	8
Understanding professional vulnerability in an era of performativity: experiences of EFL academics in mainland China	8
Assessment and epistemic (in)justice: how assessment produces knowledge and knowers	7
Toward a conflict-sensitive approach to higher education pedagogy: lessons from Afghanistan and Somaliland	7
Supporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective	7
Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times?	7
Intentions, concepts and conceptions of research supervision: a consideration of three disciplines	7
Problematising the notion of ‘the excellent teacher’: daring to be vulnerable in higher education	7
Value for money and the commodification of higher education: front-line narratives	7
Initiating and maintaining student-instructor rapport in face-to-face classes	7
Lecturers’ curational behaviour in higher education	7
High-impact educational practices: leveling the playing field or perpetuating inequity?	7
Contemplative, holistic eco-justice pedagogies in higher education: from anthropocentrism to fostering deep love and respect for nature	7
Decolonising while white: confronting race in a South African classroom	7
Charting students’ exposure to promising practices of teaching about sustainability across the higher education curriculum	7
Inhabiting borders: autoethnographic reflections of PhD students in Colombia	7
Reconfiguring environmental sustainability education by exploring past/present/future pedagogical openings with preservice teachers	7
A socio-political approach on autistic students’ sense of belonging in higher education	7
How postgraduate university students construct their identity as learners in a multicultural classroom	6
Navigating power in doctoral publishing: a data feminist approach	6
Early-stage doctoral students’ conceptions of research in higher education: cases from Hong Kong	6
Learning by doing it wrong: an autoethnography inviting critical reflection of lecturers’ disability awareness	6
The resilience of settler colonialism in higher education: a case study of a western sustainability department	6
Curriculum change as transformational learning	6
(Un)teaching the ‘datafied student subject’: perspectives from an education-based masters in an English university	6
‘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	6
Updating the PhD: making the case for interdisciplinarity in twenty-first-century doctoral education	6
Formal learning spaces in Higher Education – a systematic review	6
Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers	6
Co-operatives for learning in higher education: experiences of undergraduate students from environmental sciences	6
The scramble for EMI: lessons from postcolonial ‘old EMI’ universities	6
Like a bridge over troubled landscapes: African pathways to doctorateness	6
Embedding interdisciplinary learning into the first-year undergraduate curriculum: drivers and barriers in a cross-institutional enhancement project	6
Preparedness of health professions students for interprofessional collaboration: a mixed method study	6
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives	6
Identifying the components of effective learner-centred feedback information	6
Five moves towards an ecological university	6
Lecture rapture: the place and case for lectures in the new normal	6
Towards an inclusive student partnership: rethinking mentors’ disposition and holistic competency development in near-peer mentoring	6
Approaching global education development with a decolonial lens: teachers’ reflections	6
Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills	6
Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university	6
Race talk and white normativity: classroom discourse and narratives in Norwegian higher education	6
Reflexivity and agency in university-based teacher educators: a critical realist analysis	6
From affirmative to transformative approaches to academic development	6
The direction of reforms and job satisfaction among teaching staff in higher education in Mexico	6
Whither epistemic (in)justice? English medium instruction in conflict-affected contexts	6
Experiences with supervisors when students have a psychosocial disability in a university context in South Africa	5
“More than professional skills:” student perspectives on higher education’s purpose	5
Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective	5
Why choice of teaching method is essential to academic freedom: a dialogue with Finn	5
Pedagogical practice as ‘feeling-thinking’ praxis in higher education: a case study in Colombia	5
Tutors’ beliefs about language and roles: practice as language policy in EMI contexts	5
Indigenizing environmental sustainability curriculum and pedagogy: confronting our global ecological crisis via Indigenous sustainabilities	5
Chinese international doctoral students’ perceptions of publishing: a time–space perspective	5
Assessment for learning in a Confucian-influenced culture: beyond the summative/formative binary	5
The war between ‘School Time’ and ‘Colored People’s Time’	5
Interfaculty collaboration for improving international mobility experiences: sustaining a dialogue across difference	5
Academic writing workshop-ing to support students writing bachelor’s and master’s theses: a more-than-human approach	5
Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria	5
Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university	5
A Partnership Outcome Spaces framework for purposeful student–staff partnerships	5

Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal	5
Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework	5
Researcher developers traversing the borderlands: credibility and pedagogy in the third space	4
Teacher effectiveness in Asian higher education contexts: a systematic review	4
Academic literacies and the tilts within: the push and pull of student writing	4
Teaching the English language in Chinese higher education: preparing critical citizens for the global village	4
‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universities	4
An ecological lens on the professional development of university teachers	4
Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences	4
Metamodern sensibilities: toward a pedagogical framework for a wicked world	4
Teaching for diversity: university educators’ accounts of care work and emotional labour with CALD students	4
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff	4
What knowledge matters in health professions education?	4
The reflexive self; adapting to academic life in a time of social turmoil	4
Prevent/Ing critical thinking? The pedagogical impacts of Prevent in UK higher education	4
Indigenous students’ agency vis-à-vis the practices of recognition and invisibilization in a multilingual university	4
Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback	4
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	4
Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective	4
Teaching Academic Literacies in international relations: towards a pedagogy of practice	4
‘Pray(ing) the person marking your work isn't racist’: racialised inequities in HE assessment practice	4
University students’ conceptions and experiences of teacher care amidst online learning	4
Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism	3
Mediating learning with learning analytics technology: guidelines for practice	3
Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach	3
Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team	3
A supervision approach to facilitate learning during the master’s research journey	3
Understanding educational development in terms of the collective creation of socially-just curricula	3
Challenging chronocentrism: new approaches to futures thinking in the policy and praxis of widening participation in higher education	3
A genre-based study of professional reflective writing in higher education	3
Performance practice as research, learning and teaching	3
Boundaries and boundary crossing in a multidisciplinary online higher education course on forest bioeconomy	3
AI amplifies the tough question: What is higher education really for?	3
A slippery cousin to ‘development’? The concept of ‘impact’ in teaching sustainability in design education	3
Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland	3
Threshold concepts and ‘troublesome’ students: the uneasy application of threshold concepts to marginalised students	3
‘Hurry up please, it's time!’ A psychogeography of a decommissioned university campus	3
International student mobility & study tours as a tool for social justice	3
Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation	3
From technology to community: the role of artefacts in teaching and learning during and beyond pandemic times	3
Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors	3
A rationale for trauma-informed postgraduate supervision	3
Enhancing social justice and socially just pedagogy in higher education through participatory action research	3
Life-on-campus or my-time-and-screen: identity and agency in online postgraduate courses	3
Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds	3