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 2020-10-01 to 2024-10-01.)

Article	Citations
Challenge-based learning in higher education: an exploratory literature review	115
Barriers to student active learning in higher education	93
Pedagogies of mattering: re-conceptualising relational pedagogies in higher education	56
Assessment for Inclusion: rethinking inclusive assessment in higher education	38
Professional learning for educators teaching in English-medium-instruction in higher education: a systematic review	38
Do students experience transformation through co-creating curriculum in higher education?	34
Disciplinary perspectives on feedback processes: towards signature feedback practices	34
The link between flipped and active learning: a scoping review	27
Exploring online readiness in the context of the COVID 19 pandemic	24
Mapping the research on pedagogies with international students in the UK: a systematic literature review	22
Possibilities and complexities of decolonising higher education: critical perspectives on praxis	22
Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation	22
From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England	21
Classroom counterspaces: centering Brown and Black students in doctoral education	19
Students’ well-being in tertiary environments: insights into the (unrecognised) role of lecturers	19
Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal	19
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education	18
Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan	18
Teaching wicked problems in higher education: ways of thinking and practising	18
Fostering social mobility and employability: the case for peer learning	17
Academics teaching and learning at the nexus: unbundling, marketisation and digitisation in higher education	17
Working in the borderlands: critical perspectives on doctoral education	17
Doctoral students navigating the borderlands of academic teaching in an era of precarity	17
Understanding academic agency in curriculum change in higher education	16
Traces of embodied teaching and learning: a review of empirical studies in higher education	16

Investigating student and alumni perspectives on language learning and career prospects through English medium instruction	16
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	16
Beyond colonial futurities in climate education	16
Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education	16
Five moves towards an ecological university	15
Fostering student motivation and engagement with feedback through ipsative processes	15
Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective	15
Scholarship and academic capitals: the boundaried nature of education-focused career tracks	15
Deconstructing the constraints of justice-based environmental sustainability in higher education	15
How writing retreats represent an ideal opportunity to enhance PhD candidates’ writing self-efficacy and self-regulation	14
Assessment and epistemic (in)justice: how assessment produces knowledge and knowers	14
Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education	13
Formal learning spaces in Higher Education – a systematic review	13
Crossing the border from candidate to supervisor: the need for appropriate development	13
Linguistic ecology of Bangladeshi higher education: A translanguaging perspective	12
University students’ perceptions of learning of moral education: a response to lifelong moral education in higher education	12
A return to Teacherbot: rethinking the development of educational technology at the University of Edinburgh	12
The climate crisis as a driver for pedagogical renewal in higher education	12
Flexible assessment and student empowerment: advantages and disadvantages – research from an Australian university	12
Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university	12
The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines	12
Letting the ghosts in: re-designing HE teaching and learning through posthumanism	11
Identifying the components of effective learner-centred feedback information	11
Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing	11
Supporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective	11
Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills	11
A new mobilities approach to re-examining the doctoral journey: mobility and fixity in the borderlands space	10
Indigenizing Engineering education in Canada: critically considered	10
Embedding interdisciplinary learning into the first-year undergraduate curriculum: drivers and barriers in a cross-institutional enhancement project	10
Epistemic outcomes of English medium instruction in a South Korean higher education institution	10
Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times?	10
High-impact educational practices: leveling the playing field or perpetuating inequity?	10
‘Pray(ing) the person marking your work isn't racist’: racialised inequities in HE assessment practice	10
Effectiveness of social science research opportunities: a study of course-based undergraduate research experiences (CUREs)	10
Initiating and maintaining student-instructor rapport in face-to-face classes	10
Beliefs and engagement in an institution-wide pedagogic shift	10
How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning?	10
Understanding professional vulnerability in an era of performativity: experiences of EFL academics in mainland China	10
Educational transmogrification: from panicgogy to pedagogy of compassion	10
The Debate on student evaluations of teaching: global convergence confronts higher education traditions	9
Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts	9
Engineered accents: international teaching assistants and their microaggression learning in engineering departments	9
Toward a conflict-sensitive approach to higher education pedagogy: lessons from Afghanistan and Somaliland	9
Building relationships in higher education to support students’ motivation	9
‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universities	9
Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences	9
Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework	9
Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers	9
How postgraduate university students construct their identity as learners in a multicultural classroom	9
English as an important but unfair resource: university students’ perception of English and English language education in South Korea	9

Decolonising while white: confronting race in a South African classroom	9
Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective	8
From affirmative to transformative approaches to academic development	8
Academic writing workshop-ing to support students writing bachelor’s and master’s theses: a more-than-human approach	8
Intentions, concepts and conceptions of research supervision: a consideration of three disciplines	8
Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university	8
Curriculum change as transformational learning	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
Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice	8
Reconfiguring environmental sustainability education by exploring past/present/future pedagogical openings with preservice teachers	8
AI amplifies the tough question: What is higher education really for?	8
Approaching global education development with a decolonial lens: teachers’ reflections	8
Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university	8
Teacher effectiveness in Asian higher education contexts: a systematic review	8
Updating the PhD: making the case for interdisciplinarity in twenty-first-century doctoral education	8
‘I didn’t know this was actually stuff that could help us, with actually learning’: student perceptions of Active Blended Learning	8
Contemplative, holistic eco-justice pedagogies in higher education: from anthropocentrism to fostering deep love and respect for nature	8