OOIR: Observatory of International Research

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 2021-05-01 to 2025-05-01.)

Article	Citations
From affirmative to transformative approaches to academic development	80
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	58
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	47
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	46
Exploring sources of engineering students’ academic well-being through Q-methodology research	31
Tutors’ beliefs about language and roles: practice as language policy in EMI contexts	31
Stress and predictive psychosocial variables in Ecuadorian university teachers	31
Anonymous assessment: is it still worth it?	28
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	27
Formative feedback in a multicultural classroom: a review	27
Academics’ perspectives on a student engagement and retention program: dilemmas and deficit discourses	26
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	23
Scholarship and academic capitals: the boundaried nature of education-focused career tracks	22
Re-contextualising real-life learning to a university setting	21
Exploring online readiness in the context of the COVID 19 pandemic	21
ACalledecolonial hack: Afro-Latin theorizing of Philadelphia's spaces of learning and resistance	20
Deconstructing the constraints of justice-based environmental sustainability in higher education	20
The transformation of doctoral education: responding to the needs and expectations of society and candidates	20
The development of critical thinking: what university students have to say	20
Teacher power and authority: an analysis of exemplar faculty by career stage	19
Metamodern sensibilities: toward a pedagogical framework for a wicked world	18
Why a dispositional view of ecological literacy is needed	18
Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland	17
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder	17
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	16

Measuring and mapping authentic assessment with a novel quantitative typology	16
Contemplative pedagogy for positive engagement in online teaching and learning in higher education	15
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	15
University students’ conceptions and experiences of teacher care amidst online learning	15
What faculty already do: Universal Design for Learning strategies to support autistic students at university	15
Chinese international doctoral students’ perceptions of publishing: a time–space perspective	14
Faculty beliefs and the need for teaching improvement: a conceptual replication study	14
Breathing in, breathing out: the structure of conversational sense-making around equity in higher education teaching	14
Changing cultures of critique: towards context, creativity and care in academic practice	14
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	14
A Partnership Outcome Spaces framework for purposeful student–staff partnerships	13
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy	13
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities	13
Opening up spaces for researching multilingually in higher education	12
Feedback in higher education: aligning academic intent and student sensemaking	12
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching	12
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective	12
Socio-cultural and artistic disruption in the Spanish university: the ArtEduca experience	12
AI amplifies the tough question: What is higher education really for?	12
Embedding assessment flexibilities for future authentic learning	12
Visualising tensions in undergraduate education: Clark’s triangle revisited	11
Precarity and illusions of certainty in higher education teaching	11
Identity positions of the resisting student in the academic student resistance discourse	11
Collaboration and ‘potential space’: creative play in the writing alliance	11
Educational expertise as prestige: research-intensive curriculum change	11
Lecture rapture: the place and case for lectures in the new normal	10
Decolonising or anti-racism? Exploring the limits of possibility in higher education	10
Formal learning spaces in Higher Education – a systematic review	10
A scoping review of action research in higher education: implications for research-based teaching	10
Students’ feedback literacy in higher education: an initial scale validation study	10
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities	10
Building belonging in online classrooms: relationships at the core	10
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking	10
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education	10
Possibilities and complexities of decolonising higher education: critical perspectives on praxis	10
Do students experience transformation through co-creating curriculum in higher education?	10
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	9
Diverse experiences and belonging in an online, first-year, team-based engineering design course	9
The critical educator’s two bodies, or, why the personal is still not political	9
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	9
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	9
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	9
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	9
Applying Sadler’s principles in holistic assessment design: a retrospective account	8
Academic literacies and the tilts within: the push and pull of student writing	8
Researching student competence development through the lens of cultural historical activity theory	8
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	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
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	8
Epistemic outcomes of English medium instruction in a South Korean higher education institution	8

Teacher effectiveness in Asian higher education contexts: a systematic review	8
Teacher experiences with online experiential legal education	8
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	8
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff	8
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	8
Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective	7
Representation within the sport management curricula: exploring educators’ decision making-process	7
The scramble for EMI: lessons from postcolonial ‘old EMI’ universities	7
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems	7
Sustainable embedded academic literacy development: the gradual handover of literacy teaching	7
‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships	7
Reflexivity and agency in university-based teacher educators: a critical realist analysis	7
The case for scaling authentic learning across undergraduate and postgraduate research skills courses	7
English as an important but unfair resource: university students’ perception of English and English language education in South Korea	7
Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment	7
Participation, assertion and aspiration-indigenous teacher agency in higher education	7
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice	7
From active learners to knowledge contributors: authentic assessment as a catalyst for students' epistemic agency	7