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 2015
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
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The transition from further to higher education is marked by a series of challenges for the new student, not least the requirement to learn the discourse of academic practice, and referencing as a part of that. By perceiving what it means to reference, students should also come to understand what it means to write, including the problematic areas of authorship and ownership of ideas. Academic writing and paraphrasing are demanding concepts that require the student writer to enter into the academic discourse and relinquish their hold on the worlds of a text and embrace instead the argument behind them, in a form of ‘language-game’. Taking an interpretative, dialogic approach to referencing, the inherent playfulness of learning is emphasised through the use of Lego, used as a metaphor for the students' construction of meaning and to exemplify the discipline of citation and attribution. This paper outlines a method that metaphorically and literally enables students to construct and make visible the underlying theoretical philosophy of referencing and plagiarism by using Lego as a mode of authorship, in the context of the nature of academic discourse and what it means to write. In addition, the personal, engaging nature of the activity meant that it would be a more memorable activity too.
    Teaching in Higher Education 04/2015; 20(3). DOI:10.1080/13562517.2015.1016418
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    ABSTRACT: It remains ambiguous how college students form perceptions of professional development by identifying their emotional reactions and reflecting on their experiences in a situated setting. College students undergo professional development by participating in field experiences and reflecting on their experiential learning. In addition, researchers have increasingly insisted that student emotional reactions to learning should be addressed in higher education. Therefore, this qualitative study explored the emotional reactions of six college juniors and how they made sense of professional development, analyzing the contents of their reflective papers in a field experience course. The findings indicated that 10 types of emotional reactions caused students to form perceptions regarding professional development. The three major themes of these perceptions were acquiring and applying professional knowledge, the importance of self-understanding, and discovering professional attitudes. The study elucidates how college student awareness of emotional reactions could facilitate reflecting on experiential learning.
    Teaching in Higher Education 04/2015; 20(3). DOI:10.1080/13562517.2014.1001834
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    ABSTRACT: In this paper I reflect on my experience as a member of the editorial executive board of Teaching in Higher Education between 1996 and 2005, during which period I was first reviews editor and then editor. The paper begins by outlining the editorial procedures established in the first 10 years of the journal and highlighting two major priorities in establishing pedagogy as a major field within higher education policy and practice: interdisciplinarity and internationality. The paper then opens up into a discussion of the challenges and opportunities posed by, on the one hand, successive research assessment regimes within higher education and, on the other, the corporatisation of the publishing industry. I argue that the combination of these two factors has had a significant effect on the opportunities open to academic workers for thinking together not only about their own pedagogic practice but about the implications of that practice for the wider social and political sphere. Teaching in Higher Education opens up potentially important spaces for thinking together about the nature and purpose of teaching and learning. But these remain highly contested spaces that academic workers are positioned both within and against. That positioning - as I suggest by way of conclusion - raises important questions for both academics and publishers.
    Teaching in Higher Education 03/2015; DOI:10.1080/13562517.2015.1022057
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    ABSTRACT: Student engagement in higher education has tended to be discussed in mainstream discourses by invoking typologies, seeking to place students into categories and focusing on the importance of ‘participation’. I will give a critique of these ideologically loaded and normative constructs and their inherent contradictions, proposing an alternative framing drawing on sociomateriality. This framing, I will argue, allows us to explore the complexities of day-to-day practices, acknowledging the centrality of texts and meaning-making in ‘being a student’. Referring to a longitudinal multimodal journaling study, I will argue that contemporary student engagement and sites of learning are constantly emergent, contingent and restless - not only transgressing the mainstream constructs mentioned above but also raising fundamental questions about apparently ‘common-sense’ binaries such as digital/material, public/private and device/author. I will suggest implications in terms of research and understanding of the day-to-day unfolding of higher education as situated social practice.
    Teaching in Higher Education 03/2015; DOI:10.1080/13562517.2015.1020784
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    ABSTRACT: The article attempts to present personal views of some changes that are needed to be made within teacher education in Malaysia. It uses one teacher education university as a point of reference to forward concerns. The university remains anonymous as it is not the intent of the article to critique the university but rather to highlight the more general challenges in preparing preservice teachers and to explore some approaches to improve teacher education within this university and its setting. The article starts by drawing together a set of concerns that face the field, arguing that three changes are needed to improve teacher preparation, namely (1) a curriculum that is grounded in the Malaysian context, (2) an improved practicum experience, and (3) to develop and situate practices in the schools. It concludes that the efforts to change within teacher education will not be easy, but needful; else the ultimate losers are the future teachers and their students.
    Teaching in Higher Education 03/2015; DOI:10.1080/13562517.2015.1020780
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper focuses upon the interpretation of freehand drawings produced by a small sample of 220 first-year students taking an Irish politics introductory module in response to the question, ‘What is Irish Politics?’ By sidestepping cognitive verbal-processing routes, through employing freehand drawing, we aim to create a critical and collaborative learning environment, where students develop their capacity for interpretation and critical self-reflection. This is because the freehand drawing technique, as part of a critical pedagogy, can generate a more critical and inclusive perspective, as visual representations permit us to comprehend the world differently, and understand how others also see the world. We feel that the drawings provide insights into how our youngest voters perceive their society and their place in it, and thus communicate to us their understanding of Irish politics.
    Teaching in Higher Education 03/2015; 20(3):314-327.
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this paper, we investigate the perception of academics regarding how their experiences from societal interaction (third mission) inform their teaching and vice versa. We report on a phone survey of Swedish academics in three engineering-related disciplines. The findings show that there is a perceived positive and bidirectional relationship between societal interaction and teaching. Industry-related activities were perceived to inform teaching more than other types of societal interaction. While societal interaction is at large more important for the academics in their search for relevant teaching topics and content, teaching was deemed more important for the implementation of societal interaction. We conclude by proposing that academics creatively (re)combine experiences from third mission and education, often mediated by their research activities.
    Teaching in Higher Education 02/2015; 20(2). DOI:10.1080/13562517.2014.978751
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    ABSTRACT: This paper aims to provide insight into various properties of live lectures from the perspective of sophomore engineering students. In an anonymous online survey conducted at the Faculty of Electrical Engineering and Computing, University of Zagreb, we investigated students’ opinions regarding lecture attendance, inherent disadvantages of live lecture as a teaching method, lecture interactivity, and the importance of different types of learning materials. The findings derived from students’ reported data suggest that students are well aware of a number of limitations of live lectures as a teaching method, yet despite that awareness, it rarely affects their decision to attend live lectures or not. Implications of the findings for live lectures are addressed in the paper, as well as recommendations for future research.
    Teaching in Higher Education 02/2015; 20(2). DOI:10.1080/13562517.2014.962505
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    ABSTRACT: This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from ‘engaged’ teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which emphasise public facing, co-produced knowledge as central components. It is argued that such approaches enable dynamic forms of learning to emerge, which work to expand the parameters of subject-specific knowledge while enabling the development of citizenship attributes and employability skills amongst students in ways that deepen, rather than dilute, intellectual rigour. The article locates these practical pedagogical reflections within theoretical frameworks offered by those working (largely in North America) on publicly engaged approaches to scholarship and seeks to draw connections with contemporary developments in learning and teaching in the UK.
    Teaching in Higher Education 02/2015; 20(2). DOI:10.1080/13562517.2014.966237
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    ABSTRACT: Despite the powerful effect feedback often has on student writing success more research is needed on how students emotionally react to the feedback they receive. This study tested the predictive and mediational roles of college student writing self-efficacy beliefs and feedback perceptions on writing self-regulation aptitude. Results suggested that students' perceptions of the feedback they receive on their writing assignments partially mediated the relationship between writing self-efficacy and writing self-regulation beliefs.
    Teaching in Higher Education 02/2015; 20(2). DOI:10.1080/13562517.2014.974026
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    ABSTRACT: Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through interviews. The study's aim was to highlight factors identified by participants as helpful or hindering thesis writing. The analysis revealed ‘helpful’ factors were related to students' intrinsic behaviours and supervisory support, particularly support that adopted a ‘project-management’ style. Additionally, a subgroup of participants discussed the merits of a continuous-writing approach which is further explored in this paper with reference to the notion of writing to develop knowledge; this is recommended for timely Ph.D. completion.
    Teaching in Higher Education 02/2015; 20(2). DOI:10.1080/13562517.2014.974025
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    ABSTRACT: This study addresses the challenges concerning the internationalisation of higher education, with a particular focus on designing new international programmes. It presents a case study of a novel international study programme: the MA in Media Education at the Faculty of Education at the University of Lapland, Finland. The study looks into its curriculum as an affordance network and asks: How do the planned and experienced curricula respond to and support cultural inclusion? The results shed light on the risks of transforming existing domestic degree programmes into ‘international’ programmes. The core curriculum design challenges found in this study stem from the fact that the meaning of internationalisation has been defined ‘from within’; from the existing structures and expectations of the programme and the host institution. We suggest that more attention should be paid to students’ life-worlds and the entire multicultural ecosystem that builds on the affordances inscribed in the curriculum.
    Teaching in Higher Education 02/2015; 20(2):131-142. DOI:10.1080/13562517.2014.957268
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    ABSTRACT: The paper reviews recent psycho-educational literature to identify features of teacher thinking which enable learners to acquire meaningful knowledge. The review establishes that one powerful mechanism to improve teaching in higher education turns on exploiting adults' epistemic beliefs: beliefs about the nature and the acquisition of knowledge. Epistemic beliefs and knowledge construction interact with each other but both can be promoted through focused teaching. The four foci for teaching are (1) surfacing learners' epistemic beliefs, as these are the bases of new learning; (2) actively engaging learners' views of knowledge so that their refinement can be the objective of educational practices; (3) emphasising and evidencing critical thinking; and (4) foregrounding teachers' own epistemic beliefs in their reflections on practice.
    Teaching in Higher Education 02/2015; 20(2). DOI:10.1080/13562517.2014.966238
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    ABSTRACT: A new emphasis on ‘non-technical competence’ in veterinary medical education has drawn attention to the reality that veterinarians are not solely technicians, but instead take on a wide variety of roles in their daily practice. This article discusses one largely overlooked role that veterinarians engage in on a regular basis - that of educator. Drawing from Beijaard, Verloop and Vermunt's teacher professional identity model, we discuss an exploratory survey conducted with 29 veterinary students, and how the students understand themselves as ‘subject-matter experts’ and ‘pedagogical experts.’ We focus on two areas of current concern in veterinary medical education: animal welfare and the human-animal bond. The data suggests that there is a need to expand the veterinary medical curriculum to accommodate changes in the contemporary role of veterinarians in society, and their increasingly visible and significant role as educators to clients and the general public.
    Teaching in Higher Education 02/2015; 20(3):1-13. DOI:10.1080/13562517.2014.1001835
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    ABSTRACT: We explore academic literature on business ethics education and critically compare the themes emerging from different contexts. Outlining guidelines for analysis based on Southern Theory, we conduct a content analysis on a selection of English, peer-reviewed articles and then critically compare emergent themes from across the ‘Northern'-Southern’ divide. The results suggest commonality but also substantive nuances. One key difference concerns a concerted effort from the South to decipher daily business experiences in relation to prevalent business ethics frameworks focused on the North. Furthermore, using notion of phronetic science, we critically discuss our findings to highlight inherent dynamics of control and resistance. The paper concludes by suggesting future directions for business ethics curriculum development that is more sensitive to these dynamics and by suggesting an adoption of notions related to practical wisdom.
    Teaching in Higher Education 01/2015; 20(3):255-271. DOI:10.1080/13562517.2014.1001833
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper focuses upon the interpretation of freehand drawings produced by a small sample of 220 first-year students taking an Irish politics introductory module in response to the question, ‘What is Irish Politics?’ By sidestepping cognitive verbal-processing routes, through employing freehand drawing, we aim to create a critical and collaborative learning environment, where students develop their capacity for interpretation and critical self-reflection. This is because the freehand drawing technique, as part of a critical pedagogy, can generate a more critical and inclusive perspective, as visual representations permit us to comprehend the world differently, and understand how others also see the world. We feel that the drawings provide insights into how our youngest voters perceive their society and their place in it, and thus communicate to us their understanding of Irish politics.
    Teaching in Higher Education 01/2015; 20(3):313-327. DOI:10.1080/13562517.2015.1016416
  • [Show abstract] [Hide abstract]
    ABSTRACT: Academia has traditionally valued cognition and intellectual processes, eschewing the significance of other bodily domains involved in teaching, learning, and theorizing. Grounding the analysis in our experiences as diversely positioned academics, we argue that embodied teaching and theorizing provide a unique means of delivering material consistent with the aims of social justice education, while simultaneously challenging neoliberal paradigms. Acknowledging both students' and faculty members' discomfort and/or resistance to embodied approaches, this analysis contributes to discussions about critical approaches to dismantling neoliberalism and developing an alternative framework of understanding through which conventional paradigms of thought may be challenged.
    Teaching in Higher Education 01/2015; 20(3):244-254. DOI:10.1080/13562517.2014.993963
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    ABSTRACT: Sustainability education is a growing field within higher education that fosters personal and intellectual engagement with the interconnected tensions of pressing social, ecological, economic, and political issues. Sustainability education aims to prepare learners to become creative problem solvers and active citizens who understand the relationships between and leverage points within complex systems. However, little research has been done to identify how to teach sustainability effectively in ways that prepare emerging leaders to address these complex problems. This paper provides an overview of an action research study that implemented the Burns model of sustainability pedagogy to embed sustainability into a university course on peer mentoring. Results show that implementing this model in the design and teaching of the course changed emerging educators' understanding of sustainability by making it more multidimensional, and that students gained an critical theory perspective of sustainability which they applied to their own educational experiences.
    Teaching in Higher Education 01/2015; 20(3):231-243. DOI:10.1080/13562517.2014.993962
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    ABSTRACT: In designing supervisor development programmes that are appropriate to changing research contexts, it is necessary to draw on both established best practice and emerging innovations that respond to the changing contexts of higher degree research. We undertook a narrative enquiry at an Australian university to establish a clearer understanding of the supervisory models and pedagogies currently employed by effective supervisors. Three key findings have emerged: these supervisors employ a broad range of approaches informed by their own experiences of being supervised; they place great importance on their relationships with students; and they reveal a strong awareness of their own responsibilities in actively developing the emerging researcher identities of their doctoral candidates. These aspects of supervision models should be emphasised in supervisor development programmes.
    Teaching in Higher Education 01/2015; 20(1). DOI:10.1080/13562517.2014.957271