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
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    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
  • [Show abstract] [Hide abstract]
    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
  • [Show abstract] [Hide abstract]
    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
  • Teaching in Higher Education 09/2015; DOI:10.1080/13562517.2015.1085857
  • Teaching in Higher Education 09/2015; DOI:10.1080/13562517.2015.1087999
  • Teaching in Higher Education 09/2015; DOI:10.1080/13562517.2015.1085854
  • [Show abstract] [Hide abstract]
    ABSTRACT: Academic writing is challenging, particularly for new undergraduates who can struggle to know what is expected of them. Research into Academic Literacies often presents academic literacy practices as a barrier to the academy, excluding those not familiar with and those not able to participate in those practices and positioning them permanently on the periphery of the academic community. In seeking to explore how curricula should be designed to counter exclusion, this paper brings three theoretical frameworks together: Academic Literacies; Communities of Practice; and Bernstein's conceptualisation of the classification and framing of knowledge. Together, they provide a multi-layered understanding of how students are positioned by academic literacy practices: Academic Literacies illuminates the ‘problem’; Communities of Practice provides an analytical perspective on the process of exclusion; and Bernstein's work offers pedagogical insights into how academic literacy practices can be reimagined as a bridge, rather than as a barrier, to the academic community.
    Teaching in Higher Education 08/2015; 20(7):1-12. DOI:10.1080/13562517.2015.1069266
  • [Show abstract] [Hide abstract]
    ABSTRACT: The relationship between teaching and learning is represented in contemporary higher education research which has looked at the correlations between students’ approaches to learning and teachers’ approaches to teaching. This article proposes a rethinking of this relationship, building on a critical realist perspective. Here, the teaching–learning interaction is argued to be emergent from the activities of teaching and of learning, and it is this emergent property which provides the explanatory mechanism for the relationship between them. Support for this position is located in recent work by Paul Ashwin and also in the sociology of Margaret Archer.
    Teaching in Higher Education 07/2015; DOI:10.1080/13562517.2015.1052787
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    ABSTRACT: Supervision is an essential part of doctoral study, consisting of relationship and process aspects, underpinned by a range of values. To date there has been limited research specifically about disabled doctoral students’ experiences of supervision. This paper draws on qualitative, narrative interviews about doctoral supervision with disabled students. The key reflection is that supervisory relationship was more highly valued than process aspects of supervision. A good relationship was characterised by good communication, willingness to listen and flexibility; it enabled students with additional learning needs to navigate the process aspects of the doctoral journey. Flexibility was the most commonly requested support. Promoting a positive relationship that enables flexibility within the pressure for timely completions respresents a key dilemma for supervisors of disabled students
    Teaching in Higher Education 07/2015; DOI:10.1080/13562517.2015.1045859
  • Teaching in Higher Education 07/2015; DOI:10.1080/13562517.2015.1052786
  • Teaching in Higher Education 07/2015; DOI:10.1080/13562517.2015.1045860
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    ABSTRACT: Construction education is context-laden, navigating and reflecting the byzantine influences of period, place and person. Despite considerable rhetoric, in UK higher education and construction studies in particular the importance of contextualized teaching is being devalued. Over the past decade a growing number of new teaching staff to university lecturing has limited or no industrial experience of the construction sector. This paper explores the rise of the career academic in construction education and implications for teaching standards and student learning. Whilst career academics exhibit research skills and afford funding possibilities that universities find appealing, pedagogical studies suggest that experience-led, contextualized teaching offer students enhanced educational value. Policy-making and pedagogical strategies that continue to value research at the expense of teaching excellence coupled with recruitment of career academics as opposed to industry professionals present new challenges for construction education, teaching and student learning.
    Teaching in Higher Education 06/2015; 20(6). DOI:10.1080/13562517.2015.1070342
  • [Show abstract] [Hide abstract]
    ABSTRACT: While the time-honoured one-to-one supervisory model of higher research degree training has its advantages, recent research suggests that the model also has significant drawbacks, including its hierarchical nature. Nevertheless, this pedagogical model remains the default for higher research pedagogy. Using the discipline of music as a case study, where growing interest in practice-based research has lately demanded considerable fluidity in supervisory practices, this research explores the benefits and challenges of one-to-one models of supervision. Drawing on semi-structured interviews, dialogue forums, survey data, the extant literature and observations of practices at selected higher music education institutions in Australia, the UK, Belgium and the Netherlands, it recommends and suggests ways to implement more ‘horizontal’ approaches to research pedagogy. The findings of this research may improve teaching and learning experiences and outcomes in higher research degrees in music and the creative arts, and stimulate a reflection of supervisory approaches more generally across the sector.
    Teaching in Higher Education 04/2015; 20(5):1-11. DOI:10.1080/13562517.2015.1036732
  • [Show abstract] [Hide abstract]
    ABSTRACT: The emancipatory dimension to higher education represents one of the sector’s most compelling characteristics, but it remains important to develop understanding of the sources of determination that shape practice. Drawing on critical realist perspectives, we explore generative mechanisms by which methodology in pedagogic research affects the sector’s emancipatory potential. In this, we critique the research that led to the Structure of Learning Outcomes taxonomy. Our analysis here enables us to offer a revised version of the taxonomy that is sensitive to horizontal knowledge structures. We further consider a set of studies employing approaches to research that were sensitive to variation in knowledge across disciplines, social relations, reflexivity, corporate agency and other considerations, enabling us to illuminate the stratified basis for our explanatory critique. There is potential for our analysis to assist in developing approaches that are distinctive to research into higher education.
    Teaching in Higher Education 04/2015; 20(4):442-454. DOI:10.1080/13562517.2015.1023286