Teaching in Higher Education (TEACH HIGH EDUC)

Publisher: Taylor & Francis (Routledge)

Journal description

Teaching in Higher Education addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching. In particular the journal: Critically examines the values and presuppositions underpinning teaching Identifies new agendas for research Introduces comparative perspectives and insights drawn from different cultures Aims to apply and develop sustained reflection, investigation and critique to learning and teaching in higher education Considers how teaching and research can be brought into closer relationship and how teaching in higher education can itself become a field of research.

Current impact factor: 0.76

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 0.686

Additional details

5-year impact 0.93
Cited half-life 6.10
Immediacy index 0.09
Eigenfactor 0.00
Article influence 0.34
Website Teaching in Higher Education website
Other titles Teaching in higher education (Online)
ISSN 1356-2517
OCLC 45007367
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through turnitin for iPad® from students within the same cohort and assignment. The results showed that although initially sceptical of audio- compared to written feedback, there were no significant differences in students’ experiences of audio and written feedback. Students’ performance on the assignment was not associated with their experiences of audio feedback but first class performing students (>70%) had more positive experiences of written feedback than those who received an upper second class grade (60-69%). In general, the results imply that audio feedback provided through turnitin for iPad® is a viable alternative to written feedback and that audio feedback may be particularly useful for mid and lower performing students. The findings are discussed in relation to past research findings.
    HPSC Faculty Learning and Teaching Conference, Manchester Metropolitan University; 11/2015

  • Teaching in Higher Education 11/2015; DOI:10.1080/13562517.2015.1115968

  • Teaching in Higher Education 11/2015; DOI:10.1080/13562517.2015.1110787
  • [Show abstract] [Hide abstract]
    ABSTRACT: University teachers are faced with a problem of ‘knowing’ their learners when teaching on a Massive Open Online Course (MOOC). This paper explores and analyses what the University of Edinburgh has come to know about its recent MOOC participants, highlighting one particular course. We draw attention to barriers and enablers from co-existent understandings and expectations of course design, and from an abundance of highly qualified participants. We compare characteristics of participants who report a positive experience with those who do not. Mixed messages about teacher presence may have implications that go beyond MOOCs. We contemplate whether the participant group should be seen as a single massive multivocal entity. The paper concludes with a discussion of the potential opportunity for MOOCs to challenge standardization, homogenization and commodification of education. Shifting attention from the achievements of an individual to what can be done with a multitude, MOOCs may open up new educational arenas.
    Teaching in Higher Education 11/2015; DOI:10.1080/13562517.2015.1101680
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    ABSTRACT: While achieving research independence by becoming a principal investigator (PI) is a key aspiration for many postdocs, little is known of the trajectory from PhD graduation to first PI grant. This interview-based study examined how 16 PIs in science, technology engineering, mathematics or medicine, in the UK and continental Europe, prepared for and dealt with this career transition. Individuals demonstrated commitment to lengthy periods of postdoctoral work in a range of institutions (often involving international mobility) to achieve PI-status. Their emotionally laden journeys required resilience and self-belief, since getting a grant was conceived as partly luck. Once individuals had their grant they faced new challenges that distanced them from actively researching. Still, individuals navigated their intentions in a sustained fashion to create a distinct intellectual profile in the face of challenging circumstances. The results highlight the centrality of emotion in the journey, as well as curricular imperatives for both doctoral and postdoctoral learning.
    Teaching in Higher Education 11/2015; DOI:10.1080/13562517.2015.1110789
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    ABSTRACT: This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully.
    Teaching in Higher Education 10/2015; DOI:10.1080/13562517.2015.1101681
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    ABSTRACT: As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.
    Teaching in Higher Education 10/2015; DOI:10.1080/13562517.2015.1095178

  • Teaching in Higher Education 10/2015; DOI:10.1080/13562517.2015.1085852
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    ABSTRACT: The promotion of student development through engagement with a course of study in higher education (HE) is an area in need of urgent research. This study of college-based HE identified that teachers working with development in mind possessed a nexus of core values which were expressed in practice through an integrated pedagogical pattern (i) the development of trust, (ii) developing roles, relationships and a sense of community (iii) active confrontation and challenge and (iv) using pedagogical time and space. A naturalistic, ethnographic methodology and case study approach was used to answer the question ‘what is going on here?’ in contexts where ‘development of the person’ was a key aim. A sociocultural perspective on learning and development was adopted which supported an integrated approach to research design, analysis and interpretation.
    Teaching in Higher Education 10/2015; 20(7). DOI:10.1080/13562517.2015.1069267
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    ABSTRACT: University research education in many disciplines is frequently confronted by problems with students’ weak level of understanding of research concepts. A mind map technique was used to investigate how students understand central methodological concepts of empirical, theoretical, qualitative and quantitative. The main hypothesis was that some students have a confused conception of empirical. The mind maps revealed that in the beginning of the course, 75% of the students hold a problematic conception of research, and after the half year course, still half of the participated students had problems with expressing a scientifically sound conception of research. In addition to general undevelopedness of the maps, a severe confused conception of drawing a link from empirical to qualitative or quantitative, but not to both, was found. This finding indicates that some students have problems with understanding the very basic and central concept of empirical.
    Teaching in Higher Education 10/2015; 20(7). DOI:10.1080/13562517.2015.1072152
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    ABSTRACT: This paper reports the changes that occurred in the didactic approaches of three professors who participated in a project intended to develop new ways of teaching mathematics to second year university students. An enactivist perspective is used to address the process of change that emerged as a result from interactions during project meetings. We describe changes in the participants' actions by looking at data obtained from the meetings and the classrooms. Teachers were able to ‘see more’ and modify their teaching practices incorporating a more open and flexible approach in accordance to their structural state which depended on their previous history. Therefore, the results varied. It was possible to observe, however, similar changes in all members of the group which included the use of vocabulary from learning theories and the inclusion of in-depth reflections on teaching and learning.
    Teaching in Higher Education 10/2015; 20(7). DOI:10.1080/13562517.2015.1069265
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    ABSTRACT: For students entering a profession with a strong vocational focus, the development of professional identity and attributes are important components of successful professional practice. Familiarity with the norms and culture of a specific profession are not often addressed within normal curricula contexts of undergraduate degrees. At Griffith University, undergraduates within an aviation degree work together in a student led community of practice (CoP) to develop their professional identity along with a broader understanding of the aviation industry. This paper examines how Mentoring Aviators Through Educational Support (MATES) CoP provides the opportunity to engage with other students to develop professional competence through meaningful practice. It also examines how the MATES CoP fosters the student's sense of professional identity.
    Teaching in Higher Education 09/2015; DOI:10.1080/13562517.2015.1087998
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    ABSTRACT: This article argues that the pedagogical and scholarly benefits of open peer review far outweigh those of traditional double-blind peer review, but require a shift in our perspective of the function and value of peer review – from a gate-keeping process, toward a supportive, constructive process of collaboration between peers and mentors.
    Teaching in Higher Education 09/2015; DOI:10.1080/13562517.2015.1085857
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    ABSTRACT: Metaphors used by higher education teachers in their narratives of academic life provide insight into aspects of academic identity. Drawing on an international study of leader/follower dynamics, the teachers’ narratives reveal how academics interpret their interactions with leaders; the perceived distance between expectations and experience, and the subsequent impact on motivations. Applying Bourdieu's ‘thinking tools’ of field, habitus and capital as an analytical framework for revealing participants’ conceptualisations of academia enriches our understanding of how workplace ideals are perceived to resonate with academic reality. Metaphors used by teachers indicate both alignment and dissonance between expectations of leaders and the reality of being led. The study recognises the effect of experiences with leaders on identity and how followers can be effectively proactive. Using these findings we posit that the wider organisational aspects of identity which may trouble newer academics could be addressed through guided theoretical and conceptual critique.
    Teaching in Higher Education 09/2015; DOI:10.1080/13562517.2015.1087999

  • Teaching in Higher Education 09/2015; DOI:10.1080/13562517.2015.1085853

  • Teaching in Higher Education 09/2015; DOI:10.1080/13562517.2015.1085854
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    ABSTRACT: The expectations of first-year students are becoming more widely researched and understood. How to realign perceptions and prepare students for the transition from secondary school to tertiary education is less well considered. This paper presents an account of a pre-university preparation programme embedded in the senior years of secondary education (10–12), launched initially in 16 Queensland schools, and expanding to over 50 schools with 447 students. The programme provides students with a scaffolded experience, introducing them to the realities of university life while building a connection to the university as an institution and developing relationships with transitioning peers. Qualitative data collected from 198 pre-university prepared students (PUPS) suggest that they have more realistic expectations of what university life is like, and feel better prepared to make the transition from secondary school to the tertiary environment. Further research ideas are considered to address attrition during/after the first year of university studies.
    Teaching in Higher Education 08/2015; 20(6):652-665. DOI:10.1080/13562517.2015.1062360