Teaching in Higher Education

Article	Citations
Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment	76
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	57
The critical educator’s two bodies, or, why the personal is still not political	44
Embracing playful criticality as a departure from the thoughtless university	43
Challenge and learning in honours education: a quantitative and qualitative study on students’ and teachers’ perceptions	30
Recontextualising professional knowledge: a view on ‘practical knowledge’	30
Teacher effectiveness in Asian higher education contexts: a systematic review	27
‘I can’t unsee what I’ve seen:’ Doing Social Justice Pedagogy in the research methods classroom	27
Decoding disciplinary expectations: an analysis of lecturers’ benchmarks for success in undergraduate assignments	26
Students as scholars and the scholarship of student learning	25
Teaching for diversity: university educators’ accounts of care work and emotional labour with CALD students	25
Teaching sensitive and controversial issues in higher education: a discussion about teaching strategies by an ethics of care with sexually abused boys and men as the empirical example	24
Exploring sources of engineering students’ academic well-being through Q-methodology research	23
ChatGPT is a game changer: detection and eradication is not the way forward	22
Animating pedagogies of discomfort and affect for anti-racism and decolonizing aims in social work education	22
Student engagement with global issues: the influence of gender, race/ethnicity, and major on topic choice	21
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	21
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	20
From affirmative to transformative approaches to academic development	19
‘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	19
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	18
Researching student competence development through the lens of cultural historical activity theory	18
A neutral toolkit? For a fundamental critique of constructive alignment	17
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	17
Fostering student motivation and engagement with feedback through ipsative processes	15

Anonymous assessment: is it still worth it?	15
Tutors’ beliefs about language and roles: practice as language policy in EMI contexts	15
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	15
Traces of embodied teaching and learning: a review of empirical studies in higher education	15
Stress and predictive psychosocial variables in Ecuadorian university teachers	15
Academics’ perspectives on a student engagement and retention program: dilemmas and deficit discourses	15
Conceptualising multilingualism in higher education in Timor-Leste: the case of petroleum studies	15
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	14
Film in university teaching: optimising multimodal pedagogies through film literacy	14
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	14
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	14
Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication	14
Applying Sadler’s principles in holistic assessment design: a retrospective account	13
Educational transmogrification: from panicgogy to pedagogy of compassion	12
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff	12
Teacher experiences with online experiential legal education	12
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	11
Academic literacies and the tilts within: the push and pull of student writing	11
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	11
Correction	11
Formative feedback in a multicultural classroom: a review	10
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	10
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	10
Precarious academic citizens: Early Career Teachers' experiences and implications for the academy	10
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	10
Seeing behind the curtain: Reverse Mentoring within the Higher Education landscape	10
Composing and de-composing identities of an emeritus professor: academic, post-academic or pre-compost?	10
Authentic assessment in higher education: the spectre of lost futures	10
Constructing assessment practices for knowledge building in science	10
Scholarship and academic capitals: the boundaried nature of education-focused career tracks	9
Re-contextualising real-life learning to a university setting	9
Understanding educational development in terms of the collective creation of socially-just curricula	9
Exploring online readiness in the context of the COVID 19 pandemic	9
Hidden impacts of precarity on teaching: effects on student support and feedback on academic writing	9
Teaching justice-based environmental sustainability in higher education: generative dialogues	9
An exploration of the impact of different peer learning activities utilised to develop student employability	9
Following rhythms and changing pace–Students’ strategies in relation to time in higher education	9
The challenge for university teaching and research practice in Zimbabwe: an empirical study	9
Pedagogies of care or reproduction of inequality? The banzhuren ’ s role in Chinese higher education	9
Deconstructing the constraints of justice-based environmental sustainability in higher education	9
Interuniversity collaborations: a model for sustainable specialised public health education programmes	8
Representation within the sport management curricula: exploring educators’ decision making-process	8
Doctoral pathways to imagined futures in higher education: two Hong Kong cases	8
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives	8
Habermas as an ethnic thinker Par Excellence: on critique, Palestine and the role of intellectuals	8
Transforming pre-service EFL teacher education through critical cosmopolitan literacies: voices from Mainland China	8
The transformation of doctoral education: responding to the needs and expectations of society and candidates	8
Reshaping teaching in higher education through a mandala of creative pedagogies	8
Argumentation and scientific consensus-building: using the nonfiction narrative to generate contextual understanding	8
Toward a conflict-sensitive approach to higher education pedagogy: lessons from Afghanistan and Somaliland	8

ACalledecolonial hack: Afro-Latin theorizing of Philadelphia's spaces of learning and resistance	8
Augustine's De Catechizandis rudibus and the scholarship of teaching and learning	8
Observational feedback literacy: designing post observation feedback for learning	8
‘To be honest, it’s complicated’: training postgraduate students to work with emotions in qualitative research	8
Consistency in study programme planning and the complexity of curriculum logics	8
Tales on Soles: driving design via Design Activism	8
Equipping graduates with future-ready capabilities: an application of learning theories to higher education	8
Exploring cultural propaganda through an Asian lens: a pedagogical perspective of teaching critique	7
Curriculum change as transformational learning	7
Equity and online work integrated learning: a qualitative research synthesis	7
The development of critical thinking: what university students have to say	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
Decolonising while white: confronting race in a South African classroom	7
Dialogue and subject positioning in pedagogical practice: the academic literacies classroom in a Ghanaian University	7
Reflexivity and agency in university-based teacher educators: a critical realist analysis	7
Why a dispositional view of ecological literacy is needed	7
Epistemic outcomes of English medium instruction in a South Korean higher education institution	7
Teacher power and authority: an analysis of exemplar faculty by career stage	6
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education	6
Understanding professional vulnerability in an era of performativity: experiences of EFL academics in mainland China	6
Students as co-researchers: participatory methods for decolonising research in teaching and learning in higher education	6
What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback	6
Advancing the methodological frontiers of research into teaching in higher education	6
Metamodern sensibilities: toward a pedagogical framework for a wicked world	6
Authentic assessment as relational pedagogy	6
Enhancing social justice and socially just pedagogy in higher education through participatory action research	6
Demolishing the fear of theory to liberate higher education discourse and practice	6
Telling tales out of school: considerations of ‘insider’ research in higher education	6
Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training	6
Characteristics of productive feedback encounters in online learning	6
Five methodological dilemmas when implementing an activity theory transformative intervention in higher education	5
Assessment for Inclusion: rethinking inclusive assessment in higher education	5
Race talk and white normativity: classroom discourse and narratives in Norwegian higher education	5
Four ‘moments’ of intercultural encountering	5
From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England	5
Teaching wicked problems in higher education: ways of thinking and practising	5
The link between flipped and active learning: a scoping review	5
Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences	4
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice	4
Mapping student engagement using a theoretical lens	4
Extending Shay’s double truth: toward a nuanced view of subjectivity and objectivity in assessment practices	4
A slippery cousin to ‘development’? The concept of ‘impact’ in teaching sustainability in design education	4
Students’ well-being in tertiary environments: insights into the (unrecognised) role of lecturers	4
Breathing in, breathing out: the structure of conversational sense-making around equity in higher education teaching	4
How involved should doctoral supervisors be in the literature search and literature review writing?	4
Curriculum governance in the professions: where is the locus of control for decision-making?	4
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	4
English as an important but unfair resource: university students’ perception of English and English language education in South Korea	4
University students’ conceptions and experiences of teacher care amidst online learning	4
Accounting for the troubled status of English language teachers in Higher Education	4
Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal	4
Writing as liberatory practice: unlocking knowledge to locate an academic field	4
‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships	4
‘Pray(ing) the person marking your work isn't racist’: racialised inequities in HE assessment practice	4
Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective	4
‘ That classroom, that camaraderie … it’s uplifting ’: how a pedagogy designed to strengthen academic literacies and skills in critical analysis and address the adverse	4
Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education	4
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	3
‘Diversity’ in higher education teaching: crucial disruptions, voices, and pedagogical approaches	3
Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university	3
The resilience of settler colonialism in higher education: a case study of a western sustainability department	3
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems	3
Reconsidering Vygotsky’s ‘more capable peer’ in terms of both personal and knowledge outcomes	3
Higher education towards the bardo: decolonising origin stories and place relations	3
Measuring and mapping authentic assessment with a novel quantitative typology	3
Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes	3
Critique as a means of Jiaohua (Cultivation): insights from Confucianism	3
Faculty beliefs and the need for teaching improvement: a conceptual replication study	3
Problematizing constructive alignment in higher education in gulf cooperation council countries	3
A rationale for trauma-informed postgraduate supervision	3
Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland	3
Changing cultures of critique: towards context, creativity and care in academic practice	3
Our international SoTL journey: brokering across academic hierarchies and boundaries	3
Student-ready critical care pedagogy: a student-centred instructional approach for struggling students	3
Caught in a loop? Investigating the interplay between time and emotions for university students	3
A community of practice shares perspectives on utilizing telepresence in doctoral education	3
Why choice of teaching method is essential to academic freedom: a dialogue with Finn	3
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder	3
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	3
Exploring early career academic teacher identities: using the audio diary method for reflection and research	3

Contemplative pedagogy for positive engagement in online teaching and learning in higher education	3
Chinese international doctoral students’ perceptions of publishing: a time–space perspective	3
Academic and disciplinary narratives that inhibit teaching for racial justice	3
An investigation into the self-efficacy of year one undergraduate students at a widening participation university	3
Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure	3
Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university	3
An ecological lens on the professional development of university teachers	3
Assessment and epistemic (in)justice: how assessment produces knowledge and knowers	3
(Non)accreditation and implications for curriculum development in graduate professional programs	3
Educationally authentic assessment: reframing authentic assessment in relation to students’ meaningful engagement	2
Contemplative, holistic eco-justice pedagogies in higher education: from anthropocentrism to fostering deep love and respect for nature	2
‘See us’: an urgent call to collaborate with colleagues in crisis environments around the world	2
Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective	2
The case for scaling authentic learning across undergraduate and postgraduate research skills courses	2
Student silence as voice: a reflection on boundaries and responsibilities of advocating for student participation in HE	2
From active learners to knowledge contributors: authentic assessment as a catalyst for students' epistemic agency	2
Intercultural group supervision: from emergency pandemic response to establishing a paradigm of group research supervision	2
The reflexive self; adapting to academic life in a time of social turmoil	2
The body doesn’t lie: yoga and embodiment in the higher education classroom	2
Approaching global education development with a decolonial lens: teachers’ reflections	2
Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills	2
The scramble for EMI: lessons from postcolonial ‘old EMI’ universities	2
Decolonizing critique through non-Western onto-epistemology: Chinese international students’ affective engagement with AI-generated artworks	2
Is it time to stop talking about authentic assessment?	2
A Partnership Outcome Spaces framework for purposeful student–staff partnerships	2
Indigenous students’ agency vis-à-vis the practices of recognition and invisibilization in a multilingual university	2
Computer says no? Limitations of tech-focused transitions to higher education for Australian LSES students	2
Embedding interdisciplinary learning into the first-year undergraduate curriculum: drivers and barriers in a cross-institutional enhancement project	2
Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness?	2
Participation, assertion and aspiration-indigenous teacher agency in higher education	2
Building knowledge for higher education: engaging with the legacy of Suellen Shay	2
Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach	2
The duty to explain: a positive defence of academic freedom in the social sciences	2
What lessons can university education learn from outside the ivory tower: insights from engineering alumni	2
Doctoral students’ experiences of being affiliated with an interdisciplinary graduate school in aging and health	2
Beyond coloniality and monolingualism: decolonial reflections on languages educationMas allá de la colonialidad y el monolingüismo: reflexiones decoloniales sobre la enseñanza de lenguas	2
Investigating student and alumni perspectives on language learning and career prospects through English medium instruction	2
Sustainable embedded academic literacy development: the gradual handover of literacy teaching	2
How writing retreats represent an ideal opportunity to enhance PhD candidates’ writing self-efficacy and self-regulation	2
Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China	2
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy	2
Embedding assessment flexibilities for future authentic learning	2
Proverbial teachings on sustainability: critical dialogues on traditional proverbs and zine-making in higher education	2
A pathway to self-awareness, empathy and vulnerability: exploring autoethnography as a method for undergraduate teaching	2
Diversifying curricula: how are people of colour represented in lecture slide images?	2
Socio-cultural and artistic disruption in the Spanish university: the ArtEduca experience	2
‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universities	2
Resisting neoliberalism: teacher education academics navigating precarious times	2
Promoting accessibility of assessment criteria: shifting from a product- to a process- and future-oriented approach	2
Impact of LGBTIQA+ teachers’ life stories: a mixed study on pre-service teachers’ perceptions	2