Signature concepts of women researchers in higher education teaching and learning

Abstract

The history of research into higher education teaching and learning has been one led by male researchers. Individual women researchers have always been active in the field but their contributions have not received the same level of recognition as their male counterparts. A review of the research literature in journals focused on teaching and learning in higher education identified seven male researchers who the journals' authors are more like to cite in their articles than any others. A second-level analysis of the citations within this literature revealed that a group of women researchers were also associated with developing distinctive concepts that have come to be associated with research across the different journals. This study reveals the signature concepts of women researchers as a useful way of examining how reputations within the field of higher education teaching and learning have developed.

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Papers that cite the same references — the relational fallback while embeddings are still backfilling.