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 2022-05-01 to 2026-05-01.)

Article	Citations
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	55
Formative feedback in a multicultural classroom: a review	53
From affirmative to transformative approaches to academic development	41
Anonymous assessment: is it still worth it?	39
Editorial: getting critical about critique in higher education	37
Teaching through ‘powerful knowledge’ in vocational higher education: tensions of ‘relational’ approaches in China	31
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	29
Exploring sources of engineering students’ academic well-being through Q-methodology research	29
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	27
Stress and predictive psychosocial variables in Ecuadorian university teachers	27
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	25
Towards effective EMI curriculum-making in higher education: the 4C framework	23
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	22
Teacher power and authority: an analysis of exemplar faculty by career stage	20
Toward a theory of trauma-informed pedagogy in higher education	20
Metamodern sensibilities: toward a pedagogical framework for a wicked world	19
Correction	19
Acting out peace: the role of dramaturgy in peace studies in higher education	19
Deconstructing the constraints of justice-based environmental sustainability in higher education	18
The transformation of doctoral education: responding to the needs and expectations of society and candidates	17
Contemplative pedagogy for positive engagement in online teaching and learning in higher education	16
Why a dispositional view of ecological literacy is needed	16
Changing cultures of critique: towards context, creativity and care in academic practice	15
Measuring and mapping authentic assessment with a novel quantitative typology	15
Internationalisation at the expense of employment practices? Rethinking duty of care in transnational higher education	15

Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	15
Faculty beliefs and the need for teaching improvement: a conceptual replication study	15
What faculty already do: Universal Design for Learning strategies to support autistic students at university	14
Moving beyond militarization: university-level conflict defense teaching requires reform	14
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective	14
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	14
Reclaiming pedagogy in virtual learning environments: educator and student perspectives	14
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	14
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder	14
An intersectional analysis of students with disabilities’ exam experiences	13
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching	13
The impact of generative artificial intelligence (GenAI) on university students’ learning agency: A mixed-methods study	13
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy	13
Embedding assessment flexibilities for future authentic learning	12
Understanding philosophical perspectives of ‘voice’ for better student staff co-creation	12
AI amplifies the tough question: What is higher education really for?	12
Identity positions of the resisting student in the academic student resistance discourse	12
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities	12
Students’ feedback literacy in higher education: an initial scale validation study	11
Educational expertise as prestige: research-intensive curriculum change	11
When feedback is not conducive to learning: a qualitative inquiry into second language doctoral students’ experiences of the negative impact of writing feedback	11
Visualising tensions in undergraduate education: Clark’s triangle revisited	11
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking	11
Precarity and illusions of certainty in higher education teaching	11
Critiquing uncritical EDI in higher education	11
General education in China: student perceptions, paradoxes, and pathways to reform	10
A scoping review of action research in higher education: implications for research-based teaching	10
Building belonging in online classrooms: relationships at the core	10
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities	10
Revaluating Foucauldian critique: a Nietzschean perspective on the limits of the care of the self	10
Diverse experiences and belonging in an online, first-year, team-based engineering design course	10
Relational resistance and transformative pedagogy in the global south: insights from Bangladeshi higher education	10
Interactive oral assessment: co-existence of formative and summative purposes	10
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education	10
Decolonising or anti-racism? Exploring the limits of possibility in higher education	10
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	9
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	9
Applying Sadler’s principles in holistic assessment design: a retrospective account	9
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	9
To teach is to be with: reclaiming sensibility through living pedagogy	9
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	9
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	9
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	9
The critical educator’s two bodies, or, why the personal is still not political	9
Researching student competence development through the lens of cultural historical activity theory	8
The hidden logic of discounting in curriculum design	8
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	8
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	8
Representation within the sport management curricula: exploring educators’ decision making-process	8
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	8

Teacher experiences with online experiential legal education	8
Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment	8
From active learners to knowledge contributors: authentic assessment as a catalyst for students' epistemic agency	7
‘Reality is socially constructed’: evaluating epistemological understanding through embodied performance	7
Critical thinking in translation: eight interpretations by Chinese international postgraduate dissertation students	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
Getting critical about critical world citizenship. Bottom-up skills development and in-classroom operationalization within a Dutch liberal arts college	7
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems	7