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Gerlese S. Åkerlind. (2023) Common misunderstandings of phenomenographic research in higher education. Higher Education Research & Development 0:0, pages 1-16.
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Kay Gallagher. (2023) Transnational teacher educators in internationalised higher education in the Arabian Gulf. Journal of Further and Higher Education 0:0, pages 1-13.
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Velibor Mladenovici & Marian D. Ilie. (2023) A cross-lagged panel model analysis between academics’ conceptions of teaching and their teaching approaches. Studies in Higher Education 0:0, pages 1-14.
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Ida Naimi-Akbar, Maria Weurlander & Linda Barman. (2023) Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness?. Teaching in Higher Education 0:0, pages 1-17.
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Marleen W. Ottenhoff-de Jonge, Yvonne Steinert, Iris van der Hoeven, Anneke W. M. Kramer & Roeland M. van der Rijst. (2022) How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators. Medical Teacher 44:12, pages 1354-1361.
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Paul Joseph-Richard & Tansy Jessop. (2020) A phenomenographic study of research informed teaching through the eyes of Masters’ students. Studies in Higher Education 45:4, pages 847-861.
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Evan H. Offstein & Rebecca M. Chory. (2019) In Defense of the Lecture: Revisiting and Reassessing Its Place within Management Pedagogy. Organization Management Journal 16:4, pages 350-362.
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Kathleen M. Quinlan. (2019) Emotion and moral purposes in higher education teaching: poetic case examples of teacher experiences. Studies in Higher Education 44:9, pages 1662-1675.
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Theodor Leiber. (2019) A general theory of learning and teaching and a related comprehensive set of performance indicators for higher education institutions. Quality in Higher Education 25:1, pages 76-97.
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Paolino Di Felice. (2018) Teaching geographical databases at the engineering master level: learner-centred approach vs. teacher-centred approach. European Journal of Engineering Education 43:5, pages 757-770.
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Catarina Figueira, Nicholas Theodorakopoulos & Giorgio Caselli. (2018) Unveiling faculty conceptions of academic risk taking: a phenomenographic study. Studies in Higher Education 43:8, pages 1307-1320.
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Jordan Harshman & Marilyne Stains. (2017) A review and evaluation of the internal structure and consistency of the Approaches to Teaching Inventory. International Journal of Science Education 39:7, pages 918-936.
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Vivien Hodgson & Uzair Shah. (2017) A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context. Learning, Media and Technology 42:2, pages 198-213.
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Aija Töytäri, Arja Piirainen, Päivi Tynjälä, Liisa Vanhanen-Nuutinen, Kimmo Mäki & Vesa Ilves. (2016) Higher education teachers’ descriptions of their own learning: a large-scale study of Finnish Universities of Applied Sciences. Higher Education Research & Development 35:6, pages 1284-1297.
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Linda Barman, Staffan Josephsson, Charlotte Silén & Klara Bolander-Laksov. (2016) How education policy is made meaningful – a narrative exploration of how teachers show autonomy in the development of teaching and learning. Higher Education Research & Development 35:6, pages 1111-1124.
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Vesa Korhonen & Sirpa Törmä. (2016) Engagement with a teaching career – how a group of Finnish university teachers experience teacher identity and professional growth. Journal of Further and Higher Education 40:1, pages 65-82.
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Elisabeth Wegner & Matthias Nückles. (2015) Knowledge acquisition or participation in communities of practice? Academics’ metaphors of teaching and learning at the university. Studies in Higher Education 40:4, pages 624-643.
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Abdulai Abukari. (2014) Pedagogical beliefs in work-based learning: an analysis and implications of teachers’ belief orientations. Research in Post-Compulsory Education 19:4, pages 481-497.
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Joseph Ireland, James J. Watters, J. Lunn Brownlee & Mandy Lupton. (2014) Approaches to Inquiry Teaching: Elementary teacher's perspectives. International Journal of Science Education 36:10, pages 1733-1750.
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Toomas Truuvert. (2014) Enhancing tutorial learning experiences: a programme to develop sessional-tutor teaching skills by raising awareness about learning. Studies in Higher Education 39:1, pages 20-33.
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Jaana Kettunen, Raimo Vuorinen & JamesP. Sampson$suffix/text()$suffix/text(). (2013) Career practitioners' conceptions of social media in career services. British Journal of Guidance & Counselling 41:3, pages 302-317.
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Tessa Owens. (2012) Hitting the nail on the head: the importance of specific staff development for effective blended learning. Innovations in Education and Teaching International 49:4, pages 389-400.
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Joseph E. Ireland, James J. Watters, Jo Brownlee & Mandy Lupton. (2012) Elementary Teacher’s Conceptions of Inquiry Teaching: Messages for Teacher Development. Journal of Science Teacher Education 23:2, pages 159-175.
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Stephen Broad & John O'Flynn. (2012) Special Issue: Current Issues in High Music Education. Music Education Research 14:1, pages 1-7.
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Terese Stenfors-Hayes, Håkan Hult & Lars Owe Dahlgren. (2011) What does it mean to be a mentor in medical education?. Medical Teacher 33:8, pages e423-e428.
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Zenawi Zerihun, Jos Beishuizen & Willem Van Os. (2011) Conceptions and practices in teaching and learning: implications for the evaluation of teaching quality. Quality in Higher Education 17:2, pages 151-161.
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GerleseS. Åkerlind. (2011) Separating the ‘teaching’ from the ‘academic’: possible unintended consequences. Teaching in Higher Education 16:2, pages 183-195.
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Alison Shreeve. (2011) Being in two camps: conflicting experiences for practice-based academics. Studies in Continuing Education 33:1, pages 79-91.
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Carlos González. (2011) Extending research on ‘conceptions of teaching’: commonalities and differences in recent investigations. Teaching in Higher Education 16:1, pages 65-80.
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Leena Paakkari, Paivi Tynjälä & Lasse Kannas. (2010) Student teachers’ ways of experiencing the teaching of health education. Studies in Higher Education 35:8, pages 905-920.
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Terese Stenfors-Hayes, Maria Weurlander, Lars Owe Dahlgren & Håkan Hult. (2010) Medical teachers' professional development – perceived barriers and opportunities. Teaching in Higher Education 15:4, pages 399-408.
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Frankie McKeon & Jennifer Harrison. (2010) Developing pedagogical practice and professional identities of beginning teacher educators. Professional Development in Education 36:1-2, pages 25-44.
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Carlos González. (2010) What do university teachers think eLearning is good for in their teaching?. Studies in Higher Education 35:1, pages 61-78.
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Jennifer Harrison & Frankie McKeon. (2010) Perceptions of beginning teacher educators of their development in research and scholarship: identifying the ‘turning point’ experiences. Journal of Education for Teaching 36:1, pages 19-34.
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E. Bingolbali & M.F. Ozmantar. (2009) Factors shaping mathematics lecturers’ service teaching in different departments. International Journal of Mathematical Education in Science and Technology 40:5, pages 597-617.
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GerleseS. Åkerlind. (2008) A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning. Teaching in Higher Education 13:6, pages 633-644.
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J. Tutty, J. Sheard & C. Avram. (2008) Teaching in the current higher education environment: perceptions of IT academics. Computer Science Education 18:3, pages 171-185.
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Maria Weurlander & Terese Stenfors‐Hayes. (2008) Developing medical teachers’ thinking and practice: impact of a staff development course. Higher Education Research & Development 27:2, pages 143-153.
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Anne Lee. (2008) How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education 33:3, pages 267-281.
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Sue Fostaty Young. (2008) Theoretical frameworks and models of learning: tools for developing conceptions of teaching and learning. International Journal for Academic Development 13:1, pages 41-49.
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Gerlese S. Åkerlind. (2008) An academic perspective on research and being a researcher: an integration of the literature. Studies in Higher Education 33:1, pages 17-31.
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Alexis Taylor. (2008) Developing understanding about learning to teach in a university–schools partnership in England. British Educational Research Journal 34:1, pages 63-90.
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GerleseS. Åkerlind. (2007) Constraints on academics’ potential for developing as a teacher. Studies in Higher Education 32:1, pages 21-37.
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Shirley Booth & Elsie Anderberg. (2005) Academic development for knowledge capabilities: Learning, reflecting and developing. Higher Education Research & Development 24:4, pages 373-386.
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