Through co-occurrence analysis of 1139 documents (1964-2018) we identified discussions about the implementation of student teaching evaluation (SET). We found that: (1) Attention to SET originated in the US in the 1970s, spreading to German-speaking countries in the mid-1990s and continuing in China and Latin America in the early 2000s. (2) SET is…

The question of whether academic development and higher education research can be considered fields is one of ongoing significance, centred on debates about knowledge-building. This study analyses the published outputs of a highly influential South African scholar, Suellen Shay, to identify the characteristic modes of knowledge generation that she…

Drawing on the concepts of consistency, this study contributes to the discussion of study programme plans and the links between curriculum elements. The main argument is that a universal requirement of consistency is taken for granted in study programme planning, even though critics have noted a need for closer scrutiny and debate. The literature…

The global rise of 'neo-populism', culminating in the election of the populist Republican candidate Donald Trump to the US presidency, has been accompanied by a notable backlash and resistance to what has been categorised as governing/dominating 'elites', including HE academic institutions. Populist critiques centre on a perceived climate of…

What knowledge matters in health professions education is an issue of debate in the literature, foregrounded by the COVID-19 pandemic and informed by calls for students who are not only clinically competent, but also critically conscious of global health inequity. Building on this work, this paper explores what kinds of knowledge are legitimated…

This paper seeks to understand how the curriculum is experienced across two higher education institutions to probe students' understandings of epistemic access in the context of decolonisation debates. Three particular aspects of student experience of the decolonised curriculum and pedagogy are scrutinised. First, we look at the kind of sociality…

This paper offers a perspective on the relationship between communities that conduct research on teaching and learning in higher education, focusing on Higher Education Studies (HES) and science Discipline-Based Education Research (DBER). The paper responds to HES debates about the strength of its epistemological base and who belongs to that…

The question of why the works of Michel Foucault, Pierre Bourdieu and Jacques Derrida are often attributed to France by HE lecturers and students when the origins or developments of their key ideas come from northern Africa is examined from critical and personal standpoints. The article joins the call for the decolonisation of the HE curriculum…

Qualification frameworks are spreading rapidly, not least in Europe following the introduction of the European Qualification Framework. The impact of such frameworks are contested, and the article contributes to this debate by analyzing how a selected group of different study programs in Norwegian higher education is adapting to the newly launched…

Team-teaching is arguably shifting from the realm of pedagogic choice to that of necessity in a complex and demanding Higher Education (HE) landscape. This research gives a voice to staff collaborating in team-teaching, considering their motivations and approach, to identify key challenges and opportunities. Results indicate that the changing…

This paper analyses how community, national and ethnic identities are affirmed, negotiated, marginalized as a part of hegemony-making and resistance in the context of English education in Indian universities. We argue and demonstrate that a complex and ambivalent hegemony that has been operational since the colonial times, continues to shape…

As an emerging field within higher education, academic development remains fragmented, both as a field of theory and practice. In the vibrant, on-going debate about the theoretical foundations and directions of academic development as a nascent field, some relatively wide-ranging claims which have been made seem to be lacking in supporting…

This article contributes to contemporary debates about the significance of emotions within Higher Education. Using a psychoanalytic lens we analyse the ways in which experiences of anxiety and tension are essential for learning. The anxiety associated with learning can stimulate meaningful and reflexive outcomes but "learning inaction"…

In response to the current demands and trends within education, the disciplines as one of the core long-standing organizing structures within knowledge production and transmission are questioning and shifting what and how they teach. Universities are increasingly offering interdisciplinary subjects and programmes as an alternative to or alongside…

The paper argues that powerful regional knowledge is necessary and possible and that there are historical precedents supporting these claims. Regional knowledge is being used in a double sense: the first Bernsteinian, the second in relation to knowledge generated outside the academy. Both are important if the debate is not to be confined solely to…