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

2016 Impact Factor Available summer 2017
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: This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a ‘Pedagogy of Discomfort’, Goodman's and Curry-Steven's concept of a ‘Pedagogy for the Privileged', and on Freire's idea of a ‘Pedagogy of Hope', in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level.
    No preview · Article · Feb 2016 · Teaching in Higher Education
  • John B. Power

    No preview · Article · Feb 2016 · Teaching in Higher Education
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    ABSTRACT: Australian universities, through their graduate attributes, claim that graduates have the ability to communicate, an attribute encompassing, at the least, written and oral literacies. Despite this claim, Australian universities have been criticised over the past decade for their lack of rigour in assessing this attribute; a criticism generally linked to perceived weaknesses in graduates’ English language proficiency (ELP). Indeed, evidence suggests that programmes designed to develop students’ English language skills are invariably add-ons, despite ELP being a significant facet of the ability to communicate. This paper explores the development, over a six-year period, of wide-ranging ELP policy and strategies within one Australian university. Basing decisions on research pointing to good practice, evidence collected through various trials, dialogue with stakeholders, and ongoing evaluation of all actions, this paper illustrates key factors in moving towards the integration of ELP within courses.
    No preview · Article · Jan 2016 · Teaching in Higher Education
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    ABSTRACT: The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers’ reports of their learning from collaborating with academic staff to design, undertake and evaluate enquiries into aspects of learning and teaching at a UK University. The students’ reflections suggest that they identified learning in relation to employability skills and graduate attributes and more importantly in relation to their perceptions of themselves as learners and their role in their own learning and that of others. This article draws attention to the potential of staff–student collaborative, collective settings for developing pedagogic practice and the opportunities they can provide for individual student's learning on their journey through higher education.
    No preview · Article · Jan 2016 · Teaching in Higher Education
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    ABSTRACT: This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management.
    No preview · Article · Jan 2016 · Teaching in Higher Education
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    ABSTRACT: Although there is lack of agreement as to what constitutes teaching excellence, there remains a steady effort to make an intangible, ambiguous, multifaceted concept incarnate in the form of ‘student-led’ teaching awards schemes within higher education institutions. What teaching staff say about such schemes have largely been ignored. This article attempts to address this gap in knowledge by accounting for the extent that academic teaching staff at one higher education institution in the UK value and perceive their teaching awards scheme. At the same time, this article presents some challenges in implementing a student-led teaching awards scheme for higher education institutions.
    No preview · Article · Jan 2016 · Teaching in Higher Education
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    ABSTRACT: Student learning approaches research has been built upon the notions of deep and surface learning. Despite its status as part of the educational research canon, the dichotomy of deep/surface has been critiqued as constraining the debate surrounding student learning. Additionally, issues of content validity have been expressed concerning situational and contextual differences in its interpretation. Q Methodology was used as both a research method and an analytical technique for this study and has as its aim the exploration of subjectivity. The deep/surface dichotomy was not found in this study, but rather three unique types of study approaches. Moreover, though Q Methodology, new novel combinations of statements were able emerge and thus allowing the academic discussion to move beyond the deep and surface dichotomy.
    No preview · Article · Jan 2016 · Teaching in Higher Education
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    ABSTRACT: University teacher training has become an important topic in recent years due to the curricular and methodological reforms introduced by the Bologna process. Despite its acknowledged importance, evaluations have been limited to measures of participants’ satisfaction, and little is known about its impact on teaching practices. This study seeks to analyse the effects of the different delivery methods used during workshops that aim to enhance academic teachers’ pedagogical competence and teaching practices. Moreover, the study analyses to what extent individual characteristic and job requirement also have an effect on training outcomes. The study draws on data collected through a self-reported questionnaire administered to academic teachers two years after they participated in training workshops at a Spanish university (n = 204). The results show that specific delivery methods have a significant effect on the outcome variables, especially those related to the design of learning activities and assessment tools.
    No preview · Article · Jan 2016 · Teaching in Higher Education
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    ABSTRACT: Having a well-founded insight into the characteristics of teachers inquiry-based attitude (IA) supports operationalising IA as a learning goal in teacher education (TE). The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data were gathered on three different occasions amongst three different cohorts of teachers who participated in a master's programme at a Dutch university for applied sciences. This process of exploration and reconceptualisation was performed in collaboration with teacher educators. The results indicate that, statistically, IA has an internal reflective dimension and an external knowledge-sourcing dimension. Both dimensions can also statistically be differentiated from the personality traits openness to ideas, openness to change and epistemic curiosity. The implications of these findings for TE, plus recommendations for future research, are addressed.
    No preview · Article · Jan 2016 · Teaching in Higher Education

  • No preview · Article · Jan 2016 · Teaching in Higher Education
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    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.
    No preview · Conference Paper · Nov 2015
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    ABSTRACT: Research ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a key tension explored in this article: how the imperative of internationalising the curriculum conflicts with hegemonic codes of conduct regarding research ethics that seem resistant to change. The framework of threshold concepts is applied to the teaching and learning of research ethics in education not, as is usual, to identify such concepts, but to draw attention to the critical role of the intersection between learner and curriculum and how institutional expectations need to be re-appraised.
    No preview · Article · Nov 2015 · Teaching in Higher Education
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    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.
    No preview · Article · Nov 2015 · Teaching in Higher Education
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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.
    No preview · Article · Nov 2015 · Teaching in Higher Education