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 2021-06-01 to 2025-06-01.)

Article	Citations
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	86
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	62
Formative feedback in a multicultural classroom: a review	48
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	34
Academics’ perspectives on a student engagement and retention program: dilemmas and deficit discourses	32
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	31
Scholarship and academic capitals: the boundaried nature of education-focused career tracks	29
Stress and predictive psychosocial variables in Ecuadorian university teachers	28
Anonymous assessment: is it still worth it?	27
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	24
From affirmative to transformative approaches to academic development	23
Exploring online readiness in the context of the COVID 19 pandemic	22
Exploring sources of engineering students’ academic well-being through Q-methodology research	22
Tutors’ beliefs about language and roles: practice as language policy in EMI contexts	22
ACalledecolonial hack: Afro-Latin theorizing of Philadelphia's spaces of learning and resistance	21
Metamodern sensibilities: toward a pedagogical framework for a wicked world	21
Teacher power and authority: an analysis of exemplar faculty by career stage	20
Deconstructing the constraints of justice-based environmental sustainability in higher education	20
Why a dispositional view of ecological literacy is needed	19
The development of critical thinking: what university students have to say	19
The transformation of doctoral education: responding to the needs and expectations of society and candidates	18
Measuring and mapping authentic assessment with a novel quantitative typology	18
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	17
Changing cultures of critique: towards context, creativity and care in academic practice	17
What faculty already do: Universal Design for Learning strategies to support autistic students at university	17

Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland	16
Faculty beliefs and the need for teaching improvement: a conceptual replication study	16
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder	16
Chinese international doctoral students’ perceptions of publishing: a time–space perspective	16
Contemplative pedagogy for positive engagement in online teaching and learning in higher education	16
University students’ conceptions and experiences of teacher care amidst online learning	15
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	15
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	14
A Partnership Outcome Spaces framework for purposeful student–staff partnerships	14
Socio-cultural and artistic disruption in the Spanish university: the ArtEduca experience	13
Breathing in, breathing out: the structure of conversational sense-making around equity in higher education teaching	13
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities	13
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective	13
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy	13
Embedding assessment flexibilities for future authentic learning	12
Educational expertise as prestige: research-intensive curriculum change	12
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching	12
Opening up spaces for researching multilingually in higher education	12
Feedback in higher education: aligning academic intent and student sensemaking	12
AI amplifies the tough question: What is higher education really for?	12
Visualising tensions in undergraduate education: Clark’s triangle revisited	11
Students’ feedback literacy in higher education: an initial scale validation study	11
Lecture rapture: the place and case for lectures in the new normal	11
Identity positions of the resisting student in the academic student resistance discourse	11
Precarity and illusions of certainty in higher education teaching	11
Building belonging in online classrooms: relationships at the core	10
Collaboration and ‘potential space’: creative play in the writing alliance	10
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities	10
Decolonising or anti-racism? Exploring the limits of possibility in higher education	10
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking	10
Diverse experiences and belonging in an online, first-year, team-based engineering design course	10
Formal learning spaces in Higher Education – a systematic review	10
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education	10
Possibilities and complexities of decolonising higher education: critical perspectives on praxis	9
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	9
Applying Sadler’s principles in holistic assessment design: a retrospective account	9
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	9
The critical educator’s two bodies, or, why the personal is still not political	9
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	9
A scoping review of action research in higher education: implications for research-based teaching	9
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	9
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	9
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	9
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	8
Teacher effectiveness in Asian higher education contexts: a systematic review	8
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	8
Reframing the ‘illegitimate’ academic: the critical role of professional development for sessional staff	8
Researching student competence development through the lens of cultural historical activity theory	8
Teacher experiences with online experiential legal education	8
Epistemic outcomes of English medium instruction in a South Korean higher education institution	8

Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	8
Academic literacies and the tilts within: the push and pull of student writing	8
Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective	7
Enhancing powerful knowledge in undergraduate science curriculum for social good	7
From active learners to knowledge contributors: authentic assessment as a catalyst for students' epistemic agency	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
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice	7
The case for scaling authentic learning across undergraduate and postgraduate research skills courses	7
The scramble for EMI: lessons from postcolonial ‘old EMI’ universities	7
Participation, assertion and aspiration-indigenous teacher agency in higher education	7
‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships	7
Representation within the sport management curricula: exploring educators’ decision making-process	7
English as an important but unfair resource: university students’ perception of English and English language education in South Korea	7
Exploring research ethics through the lens of critical posthumanism in the age of Artificial Intelligence	7
Sustainable embedded academic literacy development: the gradual handover of literacy teaching	7
Reflexivity and agency in university-based teacher educators: a critical realist analysis	7
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems	7