1st Edition
The Routledge International Handbook of Learning and Instruction in University Education
INTRODUCTION
Auli Toom, Kirsi Pyhältö, Lynn McAlpine and Jan van Tartwijk
SECTION I: CURRENT LANDSCAPE OF RESEARCH ON LEARNING AND INSTRUCTION IN UNIVERSITY EDUCATION
Section introduction
Auli Toom, Kirsi Pyhältö, Lynn McAlpine & Jan van Tartwijk
1. Framing the global higher education learning landscape
Lynn McAlpine and Jan van Tartwijk
2. Research-informed university education: Research-teaching relationships and their impacts on university teaching and learning
Auli Toom, Liyuan E, Milla Käyhty and Kirsi Pyhältö
3. Teaching and learning integrity and research ethics
Erika Löfström and Sarah Elaine Eaton
SECTION II: STRUCTURES AND SYSTEMIC DEVELOPMENT OF UNIVERSITY EDUCATION
Section introduction
Kirsi Pyhältö and Auli Toom
4. Governmentality and field transformations in neoliberal higher education: A systematic review of rankings, research collaborations, student mobility, and policy convergence
Juliette E. Torabian
5. The evolution and trends of higher education curriculum research: A decades-long scientometric analysis of peer reviewed literature
Sarah Barradell and Clara Zwack
6. The emergence of academic leadership in higher education: A bibliometric review, 1960-2023
Philip Hallinger and Xing Li
7. Developing university teaching through the scholarship of teaching and learning
Johan Geertsema and Katarina Mårtensson
8. Towards a better understanding of teacher learning and development in the context of innovations in higher education
Indira N.Z. Day, Frans J. Prins, Tim M. Stevens, Perry den Brok, Hanneke Assen, Petra H.M. Cremers, Christel Lutz, Jan Riezebos, Margje W.J. van de Wiel, Petrie J.A.C. van der Zanden, Mayke W. C. Vereijken and Jan D. Vermunt
SECTION III: SKILLFUL STUDENT LEARNING IN UNIVERSITY EDUCATION
Section introduction
Kirsi Pyhältö and Auli Toom
9. A systematic literature review on university students’ expectancy-value-cost profiles
Henriikka Juntunen, Anna Widlund, Jaana Viljaranta, Pinja Tähti and Heta Tuominen
10. Generic skills in relation to students’ academic achievement in university studies
Tarja Tuononen, Heidi Hyytinen, Katri Kleemola and Auli Toom
11. Argument mapping improves critical thinking skills: A systematic review
Martin Davies and Angelito Calma
12. Emotions in higher education: A review of theoretical foundations and empirical evidence
Lisa Stempfer, Thomas Goetz and Reinhard Pekrun
13. Student burnout, student engagement and learning outcomes in university education: A systematic review
Toon W. Taris and Wilmar B. Schaufeli
14. Learning disabilities in the university
Rauno Parrila, Dalia Martinez Cano and George K. Georgiou
15. The landscape of research on identity and inclusion/exclusion in higher education: A systematic scoping review of the first quarter of the 21st century
Sercan Erer and Andreas Hadjar
SECTION IV: QUALITY INSTRUCTION AND PEDAGOGICAL PRACTICES IN UNIVERSITY EDUCATION
Section introduction
Jan van Tartwijk and Auli Toom
16. Conceptualising what it is that university teachers need to have: Knowledge, expertise, skills and competence
Jan van Tartwijk, Marieke van der Schaaf, Esther van Dijk, Manon Kluijtmans & Martine van Rijswijk
17. How effective are inclusive pedagogies in higher education? A meta-review
Juuso Henrik Nieminen and Anabel Moriña
18. Systematic insights for fostering achievement emotions in online learning
Natalia Edisherashvili, Katrin Saks, Külli Kallas, Margus Pedaste and Äli Leijen
19. Designing for problem- and project based learning in a resource constrained university context
Lone Dirckinck-Holmfeld, Ann Bygholm, Geoffrey Olok Tabo and David Pakono
20. Work-integrated learning in higher education
Päivi Tynjälä, Maarit Virolainen and Anne Virtanen
21. Student guidance in higher education – towards the holistic support of students’ learning, study, and career
Sanna Vehviläinen and Leena Penttinen
22. A systematic review on assessment methods in university instruction
Abir Bousaid and Anastasiya A. Lipnevich
23. Generative AI and chatbots in university education
Maja Hojer Bruun and Jakob Krause Jensen
SECTION V: DOCTORAL EDUCATION AND RESEARCHER CAREERS
Section introduction
Lynn McAlpine, Karri A. Holley and Kirsi Pyhältö
24. Doctoral education: Influences of global drivers and structural frameworks
Sónia Cardoso and Sandra Santos
25. Cultivating PhD development: A systematic meta-review of research themes, practical implications and needs for future research
Kirsi Pyhältö, Lotta Tikkanen, Laura Sundström, Sara Rönkkönen and Henrika Anttila
26. Research writing and communication
Natalia Ávila Reyes, Lina Calle-Arango and Montserrat Castelló
Yusuke Sakurai, Wenjuan Cheng, Shizuki Saruta, Ruonan Zheng, Shannon Mason, Jasvir Nachatar Singh, Huan Li, Monique Dai, Hanyu Qin and Dely Elliot
28. The learning trajectories of doctoral supervisors: A systematic literature review
Isabel Huet, Teresa Cardoso and Paulo Chálo
29. Learning environments for PhD students: The significance of academic disciplines as research communities
Karri A. Holley
30. PhD careers in and beyond academia: A comparison of evidence across developed and emerging economies
Sally Hancock, Wei Li and Alice Dias Lopes
SECTION VI: RESEARCH ON LEARNING AND INSTRUCTION IN UNIVERSITY EDUCATION IN THE FUTURE
Section introduction
Auli Toom, Kirsi Pyhältö, Lynn McAlpine and Jan van Tartwijk
31. Future research scenarios in research on learning and instruction in university education
Bjørn Stensaker
32. Synthesising the landscape of research on university learning and instruction (as represented in the Handbook)
Jan van Tartwijk, Lynn McAlpine, Kirsi Pyhältö and Auli Toom
33. How research on university education can inform practice. Towards a systemic research-informed pedagogical development of university education
Kirsi Pyhältö, Auli Toom, Jan van Tartwijk and Lynn McAlpine
Biography
Auli Toom is Professor of Higher Education at the Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Finland.
Kirsi Pyhältö is Professor of Higher Education at the Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Finland.
Lynn McAlpine is Professor Emerita of Higher Education Development at the University of Oxford, UK and Professor Emerita, McGill University, Canada.
Jan van Tartwijk is Professor of Education at Utrecht University, The Netherlands.
