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 2022-01-01 to 2026-01-01.)

Article	Citations
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	90
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	43
Toward a theory of trauma-informed pedagogy in higher education	38
Stress and predictive psychosocial variables in Ecuadorian university teachers	32
Exploring sources of engineering students’ academic well-being through Q-methodology research	29
Editorial: getting critical about critique in higher education	29
Anonymous assessment: is it still worth it?	29
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	28
Teaching through ‘powerful knowledge’ in vocational higher education: tensions of ‘relational’ approaches in China	28
From affirmative to transformative approaches to academic development	26
Formative feedback in a multicultural classroom: a review	25
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	25
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	25
Teacher power and authority: an analysis of exemplar faculty by career stage	24
Why a dispositional view of ecological literacy is needed	21
The transformation of doctoral education: responding to the needs and expectations of society and candidates	21
Correction	20
Deconstructing the constraints of justice-based environmental sustainability in higher education	18
Metamodern sensibilities: toward a pedagogical framework for a wicked world	18
Breathing in, breathing out: the structure of conversational sense-making around equity in higher education teaching	17
Measuring and mapping authentic assessment with a novel quantitative typology	17
Acting out peace: the role of dramaturgy in peace studies in higher education	17
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	16
Chinese international doctoral students’ perceptions of publishing: a time–space perspective	16
Contemplative pedagogy for positive engagement in online teaching and learning in higher education	16

Moving beyond militarization: university-level conflict defense teaching requires reform	16
Changing cultures of critique: towards context, creativity and care in academic practice	15
Internationalisation at the expense of employment practices? Rethinking duty of care in transnational higher education	15
Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland	14
Faculty beliefs and the need for teaching improvement: a conceptual replication study	14
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	13
What faculty already do: Universal Design for Learning strategies to support autistic students at university	13
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching	13
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	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
AI amplifies the tough question: What is higher education really for?	12
Feedback in higher education: aligning academic intent and student sensemaking	12
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective	12
Embedding assessment flexibilities for future authentic learning	12
An intersectional analysis of students with disabilities’ exam experiences	12
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities	12
Visualising tensions in undergraduate education: Clark’s triangle revisited	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
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking	11
Educational expertise as prestige: research-intensive curriculum change	11
Students’ feedback literacy in higher education: an initial scale validation study	10
Critiquing uncritical EDI in higher education	10
Interactive oral assessment: co-existence of formative and summative purposes	10
Precarity and illusions of certainty in higher education teaching	10
Opening up spaces for researching multilingually in higher education	10
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities	9
Revaluating Foucauldian critique: a Nietzschean perspective on the limits of the care of the self	9
Decolonising or anti-racism? Exploring the limits of possibility in higher education	9
Relational resistance and transformative pedagogy in the global south: insights from Bangladeshi higher education	9
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education	9
Diverse experiences and belonging in an online, first-year, team-based engineering design course	9
Formal learning spaces in Higher Education – a systematic review	8
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	8
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	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
General education in China: student perceptions, paradoxes, and pathways to reform	8
Building belonging in online classrooms: relationships at the core	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
Teacher experiences with online experiential legal education	8
The critical educator’s two bodies, or, why the personal is still not political	8
A scoping review of action research in higher education: implications for research-based teaching	8
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	8
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	8
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	8
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	8
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff	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
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
Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment	7
The hidden logic of discounting in curriculum design	7
The scramble for EMI: lessons from postcolonial ‘old EMI’ universities	7
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	7
Representation within the sport management curricula: exploring educators’ decision making-process	7
‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships	7
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice	7