Teaching in Higher Education

Aims & Scope

Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation.

However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education.

Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship.

The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice.

Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal.

Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.4
2024	2.40

SJR (SCImago Journal Rank)

Year	Value
2024	1.327

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	82

Journal Rank

Year	Value
2024	2981

Journal Citation Indicator

Year	Value
2024	1628

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Peer feedback: the learning element of peer assessment

  Citation: 583

  Authors: Ngar-Fun, David

• Having, being and higher education: the marketisation of the university and the transformation of the student into consumer

  Citation: 372

  Authors: Mike, Elizabeth, Richard

• Statistics Anxiety: Nature, etiology, antecedents, effects, and treatments--a comprehensive review of the literature

  Citation: 319

  Authors: Anthony J., Vicki A.

• Teacher feedback literacy and its interplay with student feedback literacy

  Citation: 316

  Authors: David, Naomi

• The Suitability of Problem-based Learning for Engineering Education: Theory and practice

  Citation: 300

  Authors: J. C., P. A. J., J. G. M. M.

• An overview of learning analytics

  Citation: 268

  Authors: Doug

• Getting the Message Across: The problem of communicating assessment feedback

  Citation: 259

  Authors: Richard, Peter, Alan

• The feedback triangle and the enhancement of dialogic feedback processes

  Citation: 253

  Authors: Min, David

• Doing away with ‘study skills’

  Citation: 229

  Authors: Ursula

• Educational use of social networking technology in higher education

  Citation: 225

  Authors: Hsiu-Ting, Steve Chi-Yin

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