Vetenskapliga metoder för högskolepedagogik

ALLEA. (2023). The European Code of Conduct for Research Integrity – Revised Edition 2023. ALLEA. https://doi.org/10.26356/ECOC

Bacchi, C. (2012). Why Study Problematizations? Making Politics Visible. Open Journal of Political Science, 2(1), 1–8. http://dx.doi.org/10.4236/ojps.2012.21001 (8 pages)

Creswell, J. W., & Creswell, J. David. (2023). Research design: qualitative, quantitative, and mixed methods approaches (Sixth edition). SAGE. (320 pages)

Driessens, O., & Pischetola, M. (2024). Danish university policies on generative AI: Problems, assumptions and sustainability blind spots. MedieKultur: Journal of media and communication research, 40(76), 31-52. https://doi.org/10.7146/mk.v40i76.143595 (22 pages)

Daniel, B. K., & Harland, T. (2017). Higher education research methodology: A step-by-step guide to the research process. Routledge. https://doi-org.ezproxy.ub.gu.se/10.4324/9781315149783 (154 pages).

Esterhazy, R., & Damşa, C. (2019). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education, 44(2), 260–274. https://doi.org/10.1080/03075079.2017.1359249 (14 pages)

Filippou, K., Kallo, J., & Mikkilä-Erdmann, M. (2017). Students’ views on thesis supervision in International master’s degree programmes in Finnish Universities. Intercultural Education, 28(3), 334–352. https://doi.org/10.1080/14675986.2017.1333713 (19 pages)

Flavin, E., Hwang, S., & Morales, M. (2025). “Let’s Ask the Robot!”: Epistemic Stance Between Teacher Candidates Toward AI in Mathematics Lesson Planning. Journal of Teacher Education, 76(3), 262-279. https://doi.org/10.1177/00224871251325079 (18 pages)

Hessler, M., Pöpping, D., Hollstein, H., Ohlenburg, H., Arnemann, P., Massoth, C., Seidel, L.M., Zarbock, A. & Wenk, M. (2018). Availability of cookies during an academic course session affects the evaluation of teaching. Medical Education, 52(10), 1064-1072. https://doi.org/10.1111/medu.13627 (9 pages)

Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955-968. https://doi.org/10.1080/02602938.2018.1424318 (14 pages)

Linderoth, C., Hultén, M., & Stenliden, L. (2024). Competing visions of artificial intelligence in education - A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines. Policy Futures in Education, 22(8), 1662–1678. https://doi.org/10.1177/14782103241228900 (17 pages)

Little, T., Dawson, P., Boud, D., & Tai, J. (2023). Can students' feedback literacy be improved? A scoping review of interventions. Assessment and Evaluation in Higher Education. 1-14. Online, ahead-of-print, 1–14. https://doi.org/10.1080/02602938.2023.2177613 (14 pages)

Luo (Jess), J. (2024). A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work . Assessment & Evaluation in Higher Education, 49(5), 651–664. https://doi.org/10.1080/02602938.2024.2309963 (14 pages)

Nieminen, J.H., & Carless, D. (2023) Feedback literacy: a critical review of an emerging concept. Higher Education, 85, 1381–1400. https://doi.org/10.1007/s10734-022-00895-9 (20 pages)

Ou, A., & Malmström, H. (2023). 'It becomes increasingly complex to deal with multiple channels': Materialised communicative competence and digital inequality in Engh-medium higher education in the digital era. Journal of Multilingual a Multicultural Development, 1–19. https://doi.org/10.1080/01434632.2023.2222102 (19 pages)

Parsell, M., Ambler, T., & Jacenyik-Trawoger, C. (2014). Ethics in higher education research. Studies in Higher Education, 39(1), 166-179. https://doi.org/10.1080/03075079.2011.647766 (13 pages)

Rönnerman, K., & Olin, A. (2021). Practice changing practices: influences of Master’s programme practice on school practices. Professional Development in Education, 50(1), 157–173. https://doi.org/10.1080/19415257.2021.1910978 (23 pages)

Seeber, M. (2020). Framework and operationalisation challenges for quantitative comparative research in higher education. Higher Education Quarterly, 74(2), 162-175. https://doi.org/10.1111/hequ.12245 (13 pages).

Silverman, D. (2009). Doing qualitative research. SAGE Publications. https://ebookcentral.proquest.com/lib/gu/reader.action?docID=459252 (488 pages)

Tight, M. (2019). Systematic Reviews and Meta-analyses of Higher Education Research. European Journal of Higher Education, 9(2),133–52. ttps://doi.org/10.1080/21568235.2018.1541752 (19 pages)

Vetenskapsrådet (2025). Good research practice 2024. Vetenskapsrådet. https://www.vr.se/english/analysis/reports/our-reports/2025-07-03-good-research-practice-2024.html (125 pages)

Additional literature, approximately 300 pages, will be added to selected modules.