OOIR: Observatory of International Research

Papers

(The TQCC of Teaching in Higher Education is 8. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Teacher feedback literacy and its interplay with student feedback literacy	145
The datafication of teaching in Higher Education: critical issues and perspectives	114
Challenge-based learning in higher education: an exploratory literature review	86
The ‘smart’ classroom: a new frontier in the age of the smart university	72
Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum	67
Barriers to student active learning in higher education	56
The datafication of higher education: discussing the promises and problems	47
Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: a systematic review of the literature	44
Disciplinary perspectives on feedback processes: towards signature feedback practices	36
Pedagogies of mattering: re-conceptualising relational pedagogies in higher education	34
Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach	33
Marketing universities and targeting international students: a comparative analysis of social media data trails	32
The case of Canvas: Longitudinal datafication through learning management systems	30
Seeing students at scale: how faculty in large lecture courses act upon learning analytics dashboard data	28
Professional learning for educators teaching in English-medium-instruction in higher education: a systematic review	28
A pedagogy of data and Artificial Intelligence for student subjectification	27
Deferred time in the neoliberal university: experiences of doctoral candidates and early career academics	26
Assessment for Inclusion: rethinking inclusive assessment in higher education	24
Exploring online readiness in the context of the COVID 19 pandemic	24
The link between flipped and active learning: a scoping review	23
Data frontiers and frontiers of power in (higher) education: a view of/from the Global South	23
Do students experience transformation through co-creating curriculum in higher education?	21
Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation	19
Possibilities and complexities of decolonising higher education: critical perspectives on praxis	18
Racial disparities in student outcomes in British higher education: examining Mindsets and bias	18

Mapping the research on pedagogies with international students in the UK: a systematic literature review	18
Working in the borderlands: critical perspectives on doctoral education	17
Classroom counterspaces: centering Brown and Black students in doctoral education	17
From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England	17
Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback	17
Doctoral students navigating the borderlands of academic teaching in an era of precarity	16
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education	16
Fostering social mobility and employability: the case for peer learning	15
Risky teaching: developing a trauma-informed pedagogy for higher education	14
Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal	14
Epistemic agency in student teachers’ engagement with research skills	14
Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective	14
Disrupting the power relations of grading in higher education through summative self-assessment	14
Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education	14
Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education	13
Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory	13
Investigating student and alumni perspectives on language learning and career prospects through English medium instruction	13
International students enacting agency in their PhD journey	13
Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan	12
What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context	12
The new tyranny of student participation? Student voice and the paradox of strategic-active student-citizens	12
Graduate employability and the career thinking of university STEMM students	12
Effective collaborative learning from Chinese students’ perspective: a qualitative study in a teacher-training course	12
Understanding academic agency in curriculum change in higher education	11
The projectification of the university: consequences and alternatives	11
Teaching wicked problems in higher education: ways of thinking and practising	11
Indigenizing Engineering education in Canada: critically considered	11
Crossing the border from candidate to supervisor: the need for appropriate development	11
The timescapes of teaching in Higher Education	11
Scholarship and academic capitals: the boundaried nature of education-focused career tracks	11
Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts	11
How writing retreats represent an ideal opportunity to enhance PhD candidates’ writing self-efficacy and self-regulation	11
Students’ well-being in tertiary environments: insights into the (unrecognised) role of lecturers	11
Critical pedagogies for community building: challenging ableism in higher education physical education in the United States	11
Linguistic ecology of Bangladeshi higher education: A translanguaging perspective	10
Beliefs and engagement in an institution-wide pedagogic shift	10
Critical, calculated, neoliberal: differing conceptions of care in higher education	10
Student perspectives on co-creating timescapes in interdisciplinary projects	10
Deconstructing the constraints of justice-based environmental sustainability in higher education	10
The climate crisis as a driver for pedagogical renewal in higher education	10
Factors influencing learner autonomy and autonomy support in a faculty of education	10
Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university	10
Engaging doctoral students in networking opportunities: a relational approach to doctoral study	10
A return to Teacherbot: rethinking the development of educational technology at the University of Edinburgh	10
The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines	10
A new mobilities approach to re-examining the doctoral journey: mobility and fixity in the borderlands space	10
Academics teaching and learning at the nexus: unbundling, marketisation and digitisation in higher education	10
Flexible assessment and student empowerment: advantages and disadvantages – research from an Australian university	10
Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing	10
Experiences of distance doctoral supervision in cross-cultural teams	10

Effectiveness of social science research opportunities: a study of course-based undergraduate research experiences (CUREs)	10
Problematising the notion of ‘the excellent teacher’: daring to be vulnerable in higher education	9
Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity	9
Educational transmogrification: from panicgogy to pedagogy of compassion	9
Assessment and epistemic (in)justice: how assessment produces knowledge and knowers	9
Fostering student motivation and engagement with feedback through ipsative processes	9
Epistemic outcomes of English medium instruction in a South Korean higher education institution	9
Traces of embodied teaching and learning: a review of empirical studies in higher education	9
Understanding professional vulnerability in an era of performativity: experiences of EFL academics in mainland China	8
Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice	8
High-impact educational practices: leveling the playing field or perpetuating inequity?	8
Revisiting ‘A “teaching excellence” for the times we live in’: posthuman possibilities	8
Engineered accents: international teaching assistants and their microaggression learning in engineering departments	8
Making futures: equity and social justice in higher education timescapes	8
Beyond colonial futurities in climate education	8
Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills	8
English as an important but unfair resource: university students’ perception of English and English language education in South Korea	8
From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process	8
Letting the ghosts in: re-designing HE teaching and learning through posthumanism	8
University students’ perceptions of learning of moral education: a response to lifelong moral education in higher education	8