Teaching in Higher Education

Papers
(The H4-Index of Teaching in Higher Education is 19. 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 2021-09-01 to 2025-09-01.)
ArticleCitations
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation101
Academics’ perspectives on a student engagement and retention program: dilemmas and deficit discourses71
Teaching through ‘powerful knowledge’ in vocational higher education: tensions of ‘relational’ approaches in China34
Beyond epistemology: the challenge of reconceptualising knowledge in higher education34
Anonymous assessment: is it still worth it?33
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners33
Tutors’ beliefs about language and roles: practice as language policy in EMI contexts31
From affirmative to transformative approaches to academic development28
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education24
Exploring sources of engineering students’ academic well-being through Q-methodology research24
Stress and predictive psychosocial variables in Ecuadorian university teachers23
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom23
Deconstructing the constraints of justice-based environmental sustainability in higher education22
The transformation of doctoral education: responding to the needs and expectations of society and candidates22
Formative feedback in a multicultural classroom: a review22
Metamodern sensibilities: toward a pedagogical framework for a wicked world21
Teacher power and authority: an analysis of exemplar faculty by career stage21
Why a dispositional view of ecological literacy is needed21
The development of critical thinking: what university students have to say20
Internationalisation at the expense of employment practices? Rethinking duty of care in transnational higher education19
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder19
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