Being A Teacher In Higher Education

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From performativity to professionalism: lecturers’ responses to student feedback (2009, background): “Student feedback is also a key aspect of professional practice for teachers in higher education, enabling lecturers to improve their teaching (Knight 2002 ; Nicholls 2002 ; Ramsden 2003 ).”
Retention, persistence and success in on‐campus higher education, and their enhancement in open and distance learning (2004, background): “It also needs to point to ways in which students can be successful in the next piece of work they do (Boud, 1995; Knight, 2002), as well as commenting on the strengths and weaknesses of the work at hand.”
Teachers’ beliefs and intentions concerning teaching in higher education (2005, background): “However, different disciplines are taught in different departments, and hence variations in teaching might result from variations in the departmental context (Knight 2002; Knight and Trowler 2000).”