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Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format Example of Teaching in Higher Education format
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open access Open Access

Teaching in Higher Education — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #141 of 1319 up up by 113 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 253 Published Papers | 1033 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 13/07/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 3.5
SJR: 1.299
SNIP: 1.605
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.2
SJR: 1.218
SNIP: 1.195
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.9
SJR: 2.212
SNIP: 2.09

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.136

25% from 2018

Impact factor for Teaching in Higher Education from 2016 - 2019
Year Value
2019 2.136
2018 1.715
2017 1.316
2016 0.814
graph view Graph view
table view Table view

4.1

11% from 2019

CiteRatio for Teaching in Higher Education from 2016 - 2020
Year Value
2020 4.1
2019 3.7
2018 2.9
2017 2.3
2016 2.1
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 25% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 11% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.056

18% from 2019

SJR for Teaching in Higher Education from 2016 - 2020
Year Value
2020 1.056
2019 1.284
2018 1.025
2017 0.83
2016 0.71
graph view Graph view
table view Table view

1.877

5% from 2019

SNIP for Teaching in Higher Education from 2016 - 2020
Year Value
2020 1.877
2019 1.985
2018 1.448
2017 1.366
2016 1.152
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 18% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 5% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Teaching in Higher Education

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Taylor and Francis

Teaching in Higher Education

Teaching in Higher Education is an international, peer-reviewed journal. The journal addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinar...... Read More

Education

Social Sciences

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Last updated on
12 Jul 2020
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ISSN
1356-2517
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Impact Factor
High - 1.379
i
Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1080/13562510600680582
Peer feedback: the learning element of peer assessment
Ngar-Fun Liu1, David Carless2

Abstract:

This paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for im... This paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for improving student learning. The paper throws further light on the issue by drawing on a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data. The findings indicate that a significant number of academics and students resist peer assessment using grades and that the majority report that students never or rarely grade each other in assessment activities. This paper explores why there is resistance, in particular, by academics to peer assessment and argues the case for a peer feedback process as an end in itself or as a precursor to peer assessment involving the awarding of marks. It also recommends some strategies for... read more read less

Topics:

Peer feedback (78%)78% related to the paper, Peer assessment (65%)65% related to the paper, Technical peer review (64%)64% related to the paper, Peer tutor (63%)63% related to the paper, Peer review (61%)61% related to the paper
View PDF
835 Citations
Journal Article DOI: 10.1080/13562510902898841
Having, being and higher education: the marketisation of the university and the transformation of the student into consumer
Mike Molesworth1, Elizabeth Nixon1, Richard Scullion1

Abstract:

In this paper we express concerns that the marketisation of British higher education that has accompanied its expansion has resulted in some sections becoming pedagogically limited. We draw from Fromm's humanist philosophy based on having to argue that the current higher education (HE) market discourse promotes a mode of exis... In this paper we express concerns that the marketisation of British higher education that has accompanied its expansion has resulted in some sections becoming pedagogically limited. We draw from Fromm's humanist philosophy based on having to argue that the current higher education (HE) market discourse promotes a mode of existence, where students seek to ‘have a degree’ rather than ‘be learners’. This connects pedagogic theory to a critique of consumer culture. We argue that a ‘market-led’ university responds to consumer calls by focusing on the content students want at a market rate. It may decrease intellectual complexity if this is not in demand, and increase connections with the workplace if this is desired. Once, under the guidance of the academic, the undergraduate had the potential to be transformed into a scholar, someone who thinks critically, but in our consumer society such ‘transformation’ is denied and ‘confirmation’ of the student as consumer is favoured. We further argue that there is a dan... read more read less

Topics:

Consumer economics (53%)53% related to the paper, Higher education (52%)52% related to the paper
529 Citations
Journal Article DOI: 10.1080/713699144
The Suitability of Problem-based Learning for Engineering Education: Theory and practice

Abstract:

This article describes the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education. PBL has been implemented as an overall strategy for several programmes at Maastricht University, for example medicine. The suitability of PBL as an innovation in engineering education is analysed, g... This article describes the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education. PBL has been implemented as an overall strategy for several programmes at Maastricht University, for example medicine. The suitability of PBL as an innovation in engineering education is analysed, given the characteristics of this particular domain. Project work and guided small group work also present themselves as alternatives for conventional engineering education. PBL has been implemented as a partial strategy for Mechanical Engineering and Biomedical Engineering at Technische Universiteit Eindhoven. The differences between the medical and the engineering implementation are analysed. PBL offers good prospects in the first few years of a programme, especially if group work tutorials and some directive teaching are added. In later phases project work offers a strong alternative. The conclusion is that PBL has certain limitations, which make it less suitable as an overall strat... read more read less

Topics:

Problem-based learning (58%)58% related to the paper, Engineering education (56%)56% related to the paper, Group work (51%)51% related to the paper, Higher education (50%)50% related to the paper
519 Citations
Journal Article DOI: 10.1080/1356251032000052447
Statistics Anxiety: Nature, etiology, antecedents, effects, and treatments--a comprehensive review of the literature
Anthony J. Onwuegbuzie1, Vicki A. Wilson

Abstract:

Most college students are required to enroll in statistics and quantitative research methodology courses as a necessary part of their degree programmes. Unfortunately, many students report high levels of statistics anxiety while enrolled in these classes. Recent years have seen an increase in the number of articles on statist... Most college students are required to enroll in statistics and quantitative research methodology courses as a necessary part of their degree programmes. Unfortunately, many students report high levels of statistics anxiety while enrolled in these classes. Recent years have seen an increase in the number of articles on statistics anxiety appearing in the literature, as researchers have recognised that statistics anxiety is a multidimensionality construct that has debilitative effects on academic performance. Thus, the purpose of this article is to provide a comprehensive summary of the literature on statistics anxiety. In particular, the nature, etiology, and prevalence of statistics anxiety are described. Additionally, antecedents (i.e. dispositional, situational and environmental) of statistics anxiety are identified, as well as their effects on statistics achievement. Furthermore, existing measures of statistics anxiety are documented. Finally, based on the literature, successful interventions for reduc... read more read less

Topics:

Anxiety (63%)63% related to the paper
View PDF
505 Citations
Journal Article DOI: 10.1080/13562510600874268
Doing away with ‘study skills’
Ursula Wingate1

Abstract:

This paper argues that the widespread approach to enhancing student learning through separate study skills courses is ineffective, and that the term ‘study skills’ itself has misleading implications, which are counterproductive to learning. The main argument is that learning how to study effectively at university cannot be se... This paper argues that the widespread approach to enhancing student learning through separate study skills courses is ineffective, and that the term ‘study skills’ itself has misleading implications, which are counterproductive to learning. The main argument is that learning how to study effectively at university cannot be separated from subject content and the process of learning. The role of ‘study skills’ within universities’ skills frameworks, and as a component of students’ long-term development is discussed. Then, it is examined, with a focus on academic writing, what learning at university entails, and what is needed to support this learning. Finally, effective approaches to the enhancement of learning at university and beyond are considered. read more read less

Topics:

Experiential learning (69%)69% related to the paper, Active learning (68%)68% related to the paper, Cooperative learning (66%)66% related to the paper, Study skills (66%)66% related to the paper, Skills management (65%)65% related to the paper
476 Citations
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It automatically formats your research paper to Taylor and Francis formatting guidelines and citation style.

You can download a submission ready research paper in pdf, LaTeX and docx formats.

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Time taken to format a paper and Compliance with guidelines

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Teaching in Higher Education format uses Taylor and Francis Custom Citation citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

1. Can I write Teaching in Higher Education in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Teaching in Higher Education guidelines and auto format it.

2. Do you follow the Teaching in Higher Education guidelines?

Yes, the template is compliant with the Teaching in Higher Education guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Teaching in Higher Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Teaching in Higher Education citation style.

4. Can I use the Teaching in Higher Education templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Teaching in Higher Education.

5. Can I use a manuscript in Teaching in Higher Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Teaching in Higher Education that you can download at the end.

6. How long does it usually take you to format my papers in Teaching in Higher Education?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Teaching in Higher Education.

7. Where can I find the template for the Teaching in Higher Education?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Teaching in Higher Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Teaching in Higher Education's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Teaching in Higher Education an online tool or is there a desktop version?

SciSpace's Teaching in Higher Education is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Teaching in Higher Education?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Teaching in Higher Education?”

11. What is the output that I would get after using Teaching in Higher Education?

After writing your paper autoformatting in Teaching in Higher Education, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Teaching in Higher Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Teaching in Higher Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Teaching in Higher Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Teaching in Higher Education?

The 5 most common citation types in order of usage for Teaching in Higher Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Teaching in Higher Education?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Teaching in Higher Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Teaching in Higher Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Teaching in Higher Education Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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