Teaching in Higher Education

Papers
(The TQCC of Teaching in Higher Education is 7. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-11-01 to 2025-11-01.)
ArticleCitations
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom81
Stress and predictive psychosocial variables in Ecuadorian university teachers41
Editorial: getting critical about critique in higher education37
From affirmative to transformative approaches to academic development34
Anonymous assessment: is it still worth it?27
Beyond epistemology: the challenge of reconceptualising knowledge in higher education26
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners25
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education25
Teaching through ‘powerful knowledge’ in vocational higher education: tensions of ‘relational’ approaches in China25
Toward a theory of trauma-informed pedagogy in higher education24
Exploring sources of engineering students’ academic well-being through Q-methodology research24
Formative feedback in a multicultural classroom: a review24
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation23
Academics’ perspectives on a student engagement and retention program: dilemmas and deficit discourses23
Teacher power and authority: an analysis of exemplar faculty by career stage22
The transformation of doctoral education: responding to the needs and expectations of society and candidates20
Why a dispositional view of ecological literacy is needed19
Correction18
Deconstructing the constraints of justice-based environmental sustainability in higher education16
What faculty already do: Universal Design for Learning strategies to support autistic students at university16
Metamodern sensibilities: toward a pedagogical framework for a wicked world16
Internationalisation at the expense of employment practices? Rethinking duty of care in transnational higher education16
Breathing in, breathing out: the structure of conversational sense-making around equity in higher education teaching15
Faculty beliefs and the need for teaching improvement: a conceptual replication study15
Embedded approaches to academic literacy development: a systematic review of empirical research about impact15
Measuring and mapping authentic assessment with a novel quantitative typology15
Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland15
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder15
Changing cultures of critique: towards context, creativity and care in academic practice14
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education14
Socio-cultural and artistic disruption in the Spanish university: the ArtEduca experience13
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university13
Contemplative pedagogy for positive engagement in online teaching and learning in higher education13
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching13
Chinese international doctoral students’ perceptions of publishing: a time–space perspective13
AI amplifies the tough question: What is higher education really for?12
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective12
Embedding assessment flexibilities for future authentic learning12
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy11
Interactive oral assessment: co-existence of formative and summative purposes11
Educational expertise as prestige: research-intensive curriculum change11
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities11
Identity positions of the resisting student in the academic student resistance discourse11
Understanding philosophical perspectives of ‘voice’ for better student staff co-creation11
An intersectional analysis of students with disabilities’ exam experiences11
Feedback in higher education: aligning academic intent and student sensemaking11
Opening up spaces for researching multilingually in higher education11
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking10
Critiquing uncritical EDI in higher education10
Lecture rapture: the place and case for lectures in the new normal10
Visualising tensions in undergraduate education: Clark’s triangle revisited10
Diverse experiences and belonging in an online, first-year, team-based engineering design course9
A scoping review of action research in higher education: implications for research-based teaching9
Precarity and illusions of certainty in higher education teaching9
Building belonging in online classrooms: relationships at the core9
Decolonising or anti-racism? Exploring the limits of possibility in higher education9
Students’ feedback literacy in higher education: an initial scale validation study9
Formal learning spaces in Higher Education – a systematic review9
Relational resistance and transformative pedagogy in the global south: insights from Bangladeshi higher education9
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature8
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions8
Possibilities and complexities of decolonising higher education: critical perspectives on praxis8
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses8
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff8
Researching student competence development through the lens of cultural historical activity theory8
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship8
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development8
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education8
The critical educator’s two bodies, or, why the personal is still not political8
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities8
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement8
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education8
Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment7
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory7
‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships7
Participation, assertion and aspiration-indigenous teacher agency in higher education7
Teacher experiences with online experiential legal education7
Representation within the sport management curricula: exploring educators’ decision making-process7
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems7
Epistemic outcomes of English medium instruction in a South Korean higher education institution7
Applying Sadler’s principles in holistic assessment design: a retrospective account7
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning7
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice7
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