Teaching in Higher Education

Top Research Topics at Teaching in Higher Education?

Teaching in Higher Education covers a variety of subjects, including Pedagogy, Higher education, Mathematics education, Teaching method and Curriculum. The research on Pedagogy tackled can also make contributions to studies in the areas of Context (language use), Qualitative research and Discipline. The research on Higher education featured in Teaching in Higher Education combines topics in other fields like Engineering ethics, Semi-structured interview, Public relations, Medical education and Epistemology.

Teaching in Higher Education encompasses presentations on Mathematics education, specifically Active learning, Teacher education and Student engagement. It primarily discusses Teaching method topics, particularly Teaching and learning center and Cooperative learning. The study on Curriculum featured in it expounds on the topic of Curriculum development in particular.

In particular, the Professional development works presented emphasize discussions on Faculty development.

• Pedagogy (62.97%)
• Higher education (56.77%)
• Mathematics education (27.19%)

What are the most cited papers published in the journal?

• Peer feedback: the learning element of peer assessment (535 citations)
• Having, being and higher education: the marketisation of the university and the transformation of the student into consumer (382 citations)
• The Suitability of Problem-based Learning for Engineering Education: Theory and practice (368 citations)

Research areas of the most cited articles at Teaching in Higher Education:

The main points discussed in the most cited papers deal with Pedagogy, Higher education, Mathematics education, Teaching method and Context (language use). The published articles facilitate discussions on Pedagogy that incorporate concepts from other fields like Perception and Medical education. The most cited articles deal with Higher education in conjunction with Student engagement and similar fields in Academic achievement.

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Teaching in Higher Education (based on the number of publications) are:

• Tony Harland (13 papers) published 1 paper at the last edition,
• Bruce Macfarlane (9 papers) absent at the last edition,
• Catherine Manathunga (8 papers) published 1 paper at the last edition the same number as at the previous edition,
• Carolin Kreber (8 papers) published 1 paper at the last edition,
• Vivienne Bozalek (7 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Teaching in Higher Education (based on the number of publications) are:

• University of Cape Town (39 papers) published 3 papers at the last edition the same number as at the previous edition,
• University of Sheffield (38 papers) published 1 paper at the last edition, 2 less than at the previous edition,
• University of Edinburgh (33 papers) published 5 papers at the last edition, 2 more than at the previous edition,
• Open University (21 papers) published 1 paper at the last edition the same number as at the previous edition,
• Deakin University (20 papers) published 5 papers at the last edition, 2 more than at the previous edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 6.33% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 19.59% were posted by at least one author from the top 10 institutions publishing in the journal. Another 8.78% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 14.19% of all publications and 57.43% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Steps to Become a Professional in Higher Education Teaching

If you're interested in pursuing a career in Higher Education Teaching, the path towards becoming a professional in this field begins with the right education and qualifications. Typically, a master's or doctorate degree is required for teaching in higher education. Additionally, related experience is often beneficial for positions at this level, as well as a dedication to continuous learning and professional development in order to stay updated on developments in the field of education. The first step is to gain a Bachelor's degree, ideally in the subject area you wish to teach. Afterward, earning a master’s degree or a doctorate is a must depending on the area of specialization. For instance, if you're interested in counseling or psychology, then becoming a state licensed professional counselor might be a requirement. The specific information about licensing can be found in our detailed guide about LPC requirements in North. Gaining teaching experience is an important aspect of building a solid foundation for a career in higher education. This includes both classroom teaching experience and research experience in your chosen field. Networking with other academic professionals is also a valuable way to gain access to potential job opportunities. Lastly, but not the least, it is necessary to keep track of your professional development and be aware of new teaching methodologies being introduced in higher education. Continuous learning through seminars, workshops, and conferences would keep you updated, make you competent, and widen your perspective in teaching. Pursuing a career in Higher Education Teaching is a rewarding path for those passionate about their field and about imparting knowledge to others. This journey requires continuous learning and growth, but those willing to commit will find a fulfilling career that makes a lasting impact on students' lives.