OOIR: Observatory of International Research

Papers

(The TQCC of Teaching in Higher Education is 8. 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 2020-03-01 to 2024-03-01.)

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
Data frontiers and frontiers of power in (higher) education: a view of/from the Global South	23
Exploring online readiness in the context of the COVID 19 pandemic	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
Mapping the research on pedagogies with international students in the UK: a systematic literature review	18
Possibilities and complexities of decolonising higher education: critical perspectives on praxis	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
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
Working in the borderlands: critical perspectives on doctoral education	16
Classroom counterspaces: centering Brown and Black students in doctoral education	16
From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England	15
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
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
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
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
The new tyranny of student participation? Student voice and the paradox of strategic-active student-citizens	12
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
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
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
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
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
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
Beyond colonial futurities in climate education	8
English as an important but unfair resource: university students’ perception of English and English language education in South Korea	8
University students’ perceptions of learning of moral education: a response to lifelong moral education in higher education	8
From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process	8
Engineered accents: international teaching assistants and their microaggression learning in engineering departments	8
Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice	8
Understanding professional vulnerability in an era of performativity: experiences of EFL academics in mainland China	8
Flexible assessment and student empowerment: advantages and disadvantages – research from an Australian university	8
Letting the ghosts in: re-designing HE teaching and learning through posthumanism	8
Making futures: equity and social justice in higher education timescapes	8
Revisiting ‘A “teaching excellence” for the times we live in’: posthuman possibilities	8