New TiHE issue is out! 🚨 12 articles and one Points of Departure piece ✏️ Topics range from #GenAI detectors to #decolonial pedagogies to embodied, material approaches to learning Take a look at Volume 31, Issue 6: www.tandfonline.com/toc/cthe20/3...

Teaching in Higher Education

Volume 31, Issue 6 of Teaching in Higher Education

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How do teachers design assessment in interdisciplinary education? Our new study with the amazing Man Ho Adrian Lam is now out! www.tandfonline.com/doi/full/10....

How do teachers design assessment in interdisciplinary education?

Universities worldwide increasingly offer interdisciplinary learning experiences alongside traditional disciplinary curricula, yet there is limited empirical attention to how teachers design interd...

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The ARC has released their new set of grant schemes ▶️ www.arc.gov.au/news-and-pub... Before implementing them, they’re now going to “consult with the sector”. Hopefully genuinely, not just with a few disengaged DVCRs. In the meantime, there’ll be another round of Discovery Projects (DP28).

Inclusive pedagogies in higher STEM education: our critical review with Robyn Ruttenberg-Rozen is out in Cultural Studies of Science Education! 📣 link.springer.com/article/10.1...

Inclusive pedagogies in higher STEM education: a critical review - Cultural Studies of Science Education

Higher STEM education is framed as a gateway to societal inclusion for historically underrepresented and marginalised students, including disabled students. Inclusive pedagogies play a crucial role in...

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How should grading systems respond to #GenAI? Our new study on grades in an age of assessment reform is now out. We call for fundamental rethinking on how student achievement is recognises in #HigherEducation www.tandfonline.com/doi/full/10....

Grading in an age of assessment reform: the elephant in the room

Higher education sectors worldwide have largely adopted a rhetoric of assessment redesign, calling for fundamental ‘rethinking’, ‘reforming’ and ‘reimagining’ of assessment. This rhetoric is partic...

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New publication alert! 🚨 What counts as success in interdisciplinary undergraduate education? An epistemological analysis By Man Ho Adrian Lam and Juuso Henrik Nieminen www.tandfonline.com/doi/full/10.... #HigherEducation #Interdisciplinary #Interdisciplinarity

What counts as success in interdisciplinary undergraduate education? Our new paper with Man Ho Adrian Lam is out! ⚡️ This paper extends the ’knowledge debates’ in higher education literature to interdisciplinary contexts: www.tandfonline.com/doi/full/10....

What counts as success in interdisciplinary undergraduate education? An epistemological analysis

In interdisciplinary undergraduate education, the integration of knowledge structures and social practices across disciplines poses challenges, as teachers and students may be unaware of the differ...

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An aspiration for feedback environments where generating and using feedback productively becomes a sustained habit www.tandfonline.com/eprint/AIJUS...

From feedback literacy to feedback fluency: building habits and automaticity in generating and using feedback

This conceptual paper introduces feedback fluency as a novel way of thinking about the long-term development of student feedback literacy. Feedback fluency is defined as habits and automaticity in ...

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The Scopus CiteScore 2025 metrics have been published, and we are happy to announce that the TiHE CiteScore has climbed from 9.7 (2024) to 12.2 (2025) 🥳 This signals that the critical perspectives published in our journal are widely disseminated. We warmly thank our authors and readers!

We ask authors to engage with the ideas and provocations raised within the guest editors' Point of Departure article 🚨 Relational pedagogies in an age of #GenAI: a critical conversation By Karen Gravett, Naomi Winstone and Kieran Balloo www.tandfonline.com/doi/full/10....

Relational pedagogies in an age of GenAI: a critical conversation

Published in Teaching in Higher Education: Critical Perspectives (Ahead of Print, 2026)

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🚨 SPECIAL ISSUE: CALL FOR PAPERS! 🚨 Seeking abstracts for a special issue on relational pedagogies in an age of #GenAI See full details via the link below. Abstract deadline: 20th April 2026. teachinginhighereducation.wordpress.com/2026/03/24/s...

Special issue: call for papers

Relational pedagogies in an age of GenAI Special issue editors: Karen Gravett, Naomi Winstone, and Kieran Balloo This special issue will look at relational pedagogies in contemporary digitalised hi…

teachinginhighereducation.wordpress.com

New publication alert! 🚨 AI detectors, student anxiety, and authorial alienation: a qualitative study of affective control By Stefanus Galang Ardana and Merry Christiana www.tandfonline.com/doi/full/10.... #HigherEducation #AIDetectors #GenAI

Why do universities keep using grades? @juusonieminen.bsky.social asks if it's time to move beyond grades. Join us on Wed 15 April 2026 at 2pm to hear a way to reassemble the work grades traditionally do. Read more and register: blogs.deakin.edu.au/cradle/is-it...

CRADLE Blog: Is it time to move beyond grades?

In this seminar CRADLE’s Dr Juuso Nieminen will critically discuss why higher education systems continue to use grades despite plenty of evidence on how they don’t work, and whether we should now m…

blogs.deakin.edu.au

🚨 Editors’ Choice Awards for 2026 🚨 Teaching in Higher Education has awarded two articles (one research paper and one Points of Departure piece) and shortlisted five articles and one POD – see the winners and shortlistees from the link below! ⬇️ www.tandfonline.com/journals/cth...

Grades have been criticised for as long as they have existed, yet little has changed. Perhaps it is time for new approaches? Our new paper on post-critical approaches to grading with @margaretbea.bsky.social, Rola Ajjawi and David Boud is out in Higher Education! link.springer.com/article/10.1...

Beyond a critique of grades - Higher Education

Grades have been criticised for as long as they have existed. For at least a century, scholars have claimed that grades are inaccurate and unreliable; they provide overly simplistic reductions of stud...

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Feedback as an epistemic practice – new paper out! 🚨 With an awesome team of Jack Walton, Peter J. Cobb and myself, we call for an understanding of feedback as 'knowing in action' www.tandfonline.com/doi/full/10....

Feedback as an epistemic practice

Feedback is often cited as one of the strongest influences on student learning. Current conceptualisations of feedback are largely divided across two paradigms that position students either as ‘pas...

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Generative AI and Teaching in Higher Education 🚨 Read our blog post about our journal’s stance towards authors’ use of AI tools in their research, and how this aligns with the AI policy by Taylor & Francis #HigherEducation #GenAI teachinginhighereducation.wordpress.com/2026/02/03/g...

Generative AI and Teaching in Higher Education

Generative Artificial Intelligence (AI) tools have begun to change the way in which research and the writing of research papers are being conducted. This posting is designed to keep authors who pla…

teachinginhighereducation.wordpress.com

"Normally, you move quickly from lecture to test... That's very different from Armenia, where knowledge emerged gradually, unpredictably, and subconsciously" New blog post by Wong Ching Kristy on the rollercoaster of undergraduate education teachinginhighereducation.wordpress.com/2026/01/28/t...

The rollercoaster of undergraduate education

Photo by Wong Ching Kristy What is undergraduate education for? A wealth of scholarly criticism has claimed that universities are facing a ‘knowledge crisis’ as undergraduate education is increasin…

teachinginhighereducation.wordpress.com

Becoming a disabled teacher: teacher placements as sites for identity formation Our new study with @molliedollin.bsky.social and @rfinnera.bsky.social has been published in The Australian Educational Researcher! link.springer.com/article/10.1...

👏Our new article on student feedback seeking highlights the potential of combined monitoring & inquiry. 😀Many thanks again for the valuable support from @carlessdavid.bsky.social and @juusonieminen.bsky.social www.tandfonline.com/doi/full/10....

Students’ motivations for feedback seeking: the value of combined monitoring and inquiry

Feedback seeking involves proactive student roles in inquiring from others or monitoring progress independently. Feedback seeking has promising potential to aid performance, but students are often ...

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Epistemic cultures in undergraduate education – our new study with Peter J. Cobb is out in @teachinginhe.bsky.social! 🚨 @apsap.bsky.social It's an ode to 'strange' learning experiences in higher education, and to undergraduate research... www.tandfonline.com/doi/full/10....

ARC says they’ll announce DECRA and LIEF outcomes tomorrow (Tuesday 25th Nov). In recent times these announcements have been around 11am Canberra time. With 2 schemes on the same day, I assume they’ll announce one of them later in the day (probably DECRA first).

70 teaspoons placed in tearooms around the institute & observed weekly over 5 months. 80% of spoons disappeared; spoon halflife~81 days. Communal room halflife lower than in specific labs. 250 spoons annually required to maintain 70 spoon population. pmc.ncbi.nlm.nih.gov/articles/PMC...

The case of the disappearing teaspoons: longitudinal cohort study of the displacement of teaspoons in an Australian research institute

Objectives To determine the overall rate of loss of workplace teaspoons and whether attrition and displacement are correlated with the relative value of the teaspoons or type of tearoom. Design Longitudinal cohort study. Setting Research institute ...

pmc.ncbi.nlm.nih.gov

New podcast in our AI in #HigherEd series! 🚨 Join Ibrar Bhatt as he talks with Jiahui (Jess) Luo about her study “How does GenAI affect trust in teacher-student relationships?” Spotify: open.spotify.com/episode/2G1v... Apple: podcasts.apple.com/gb/podcast/t...

Universities make concerted choices about the content they put on their websites - it is their face to the world 🌍 In our new paper led by @katrinamcchesney.bsky.social, we looked to see how parents are positioned in institutional websites in Australia and New Zealand. doi.org/10.1007/s107...

I'd appreciate help circulating this survey, part of our overall work on neurodivergence. This one is on behalf of the graduate deans, to develop better supervision guidelines. You can help by boosting and circulating the link in your various networks 🙏 redcap.unisq.edu.au/surveys/?s=D...

New podcast in our AI in #HigherEd series! 🚨 In this podcast, Gene Flenady talks about his article ‘Cut the bullshit: why GenAI systems are neither collaborators nor tutors’, co-authored by Robert Sparrow Spotify: open.spotify.com/episode/7g4w... Apple: podcasts.apple.com/gb/podcast/t...

New publication alert! 🚨 Framing student navigation of feedback on placements By David Boud, Elizabeth Molloy and Vicky Chang www.tandfonline.com/doi/full/10.... #HigherEd #Feedback #WorkIntegratedLearning

New Special Issue: Getting Critical About Critique in Higher Education 🚨 The SI rethinks the meaning and practices of ‘criticality’, foregrounds diverse perspectives (Confucianism, Arabic-Islamic philosophy...), and opens new pathways for global scholarship www.tandfonline.com/toc/cthe20/3...

Inclusive assessment design: students with disabilities speak out My new study has been published in @herdjournal.bsky.social! What do 139 students have to say about how assessment could be made more inclusive? www.tandfonline.com/doi/full/10....

Inclusive assessment design: students with disabilities speak out

Research knows a great deal about how assessment could be ‘more inclusive’, but what do students have to say about inclusive assessment design? This study considers the voices of students with disa...

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