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 2021-10-01 to 2025-10-01.)

Article	Citations
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	106
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	77
Stress and predictive psychosocial variables in Ecuadorian university teachers	41
From affirmative to transformative approaches to academic development	38
Exploring sources of engineering students’ academic well-being through Q-methodology research	35
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	32
Formative feedback in a multicultural classroom: a review	26
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	25
Anonymous assessment: is it still worth it?	25
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	24
Teaching through ‘powerful knowledge’ in vocational higher education: tensions of ‘relational’ approaches in China	24
Academics’ perspectives on a student engagement and retention program: dilemmas and deficit discourses	23
Teacher power and authority: an analysis of exemplar faculty by career stage	23
The transformation of doctoral education: responding to the needs and expectations of society and candidates	22
Metamodern sensibilities: toward a pedagogical framework for a wicked world	22
Why a dispositional view of ecological literacy is needed	22
Correction	21
Deconstructing the constraints of justice-based environmental sustainability in higher education	21
What faculty already do: Universal Design for Learning strategies to support autistic students at university	20
Internationalisation at the expense of employment practices? Rethinking duty of care in transnational higher education	19
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder	18
University students’ conceptions and experiences of teacher care amidst online learning	17
Measuring and mapping authentic assessment with a novel quantitative typology	16
Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland	15
Faculty beliefs and the need for teaching improvement: a conceptual replication study	15

Contemplative pedagogy for positive engagement in online teaching and learning in higher education	15
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	15
Changing cultures of critique: towards context, creativity and care in academic practice	15
Chinese international doctoral students’ perceptions of publishing: a time–space perspective	14
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	14
Breathing in, breathing out: the structure of conversational sense-making around equity in higher education teaching	14
Embedding assessment flexibilities for future authentic learning	13
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	13
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching	12
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective	12
Feedback in higher education: aligning academic intent and student sensemaking	12
Socio-cultural and artistic disruption in the Spanish university: the ArtEduca experience	12
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy	12
AI amplifies the tough question: What is higher education really for?	11
Students’ feedback literacy in higher education: an initial scale validation study	11
Educational expertise as prestige: research-intensive curriculum change	11
Understanding philosophical perspectives of ‘voice’ for better student staff co-creation	11
Identity positions of the resisting student in the academic student resistance discourse	11
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities	11
Interactive oral assessment: co-existence of formative and summative purposes	11
Formal learning spaces in Higher Education – a systematic review	10
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking	10
Precarity and illusions of certainty in higher education teaching	10
Lecture rapture: the place and case for lectures in the new normal	10
Collaboration and ‘potential space’: creative play in the writing alliance	10
Opening up spaces for researching multilingually in higher education	10
Critiquing uncritical EDI in higher education	10
Visualising tensions in undergraduate education: Clark’s triangle revisited	10
Diverse experiences and belonging in an online, first-year, team-based engineering design course	9
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities	9
Possibilities and complexities of decolonising higher education: critical perspectives on praxis	9
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education	9
Decolonising or anti-racism? Exploring the limits of possibility in higher education	9
Building belonging in online classrooms: relationships at the core	9
A scoping review of action research in higher education: implications for research-based teaching	8
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	8
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	8
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	8
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff	8
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	8
The critical educator’s two bodies, or, why the personal is still not political	8
Applying Sadler’s principles in holistic assessment design: a retrospective account	8
Teacher experiences with online experiential legal education	8
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	8
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	8
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	8
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	7
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	7
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice	7
Participation, assertion and aspiration-indigenous teacher agency in higher education	7

Epistemic outcomes of English medium instruction in a South Korean higher education institution	7
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems	7
‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships	7
The case for scaling authentic learning across undergraduate and postgraduate research skills courses	7
Representation within the sport management curricula: exploring educators’ decision making-process	7
Researching student competence development through the lens of cultural historical activity theory	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
Getting critical about critical world citizenship. Bottom-up skills development and in-classroom operationalization within a Dutch liberal arts college	7