This book offers critical insight into existing perspectives on researching teaching and learning in higher education and argues that alternative perspectives are required in order to account for structure and agency in teaching-learning interactions in higher education. In considering four alternative perspectives, it examines the ways in which teaching-learning interactions are shaped by teaching-learning environments, student and academic identities, disciplinary knowledge practices and institutional cultures. It concludes by examining the conceptual and methodological implications of these analyses of teaching-learning interactions and provides the reader with an invaluable guide to alternative ways of conceptualising and researching teaching and learning in higher education.

Acknowledgements \ 1. Introduction \ 2. Conceptualising structure and agency in relation to teaching-Learning interactions \ 3. Current ways of analysing the relations between structural-agentic processes and teaching-learning interactions \ 4. An activity theory approach to analysing the relations between teaching-learning environments and teaching-learning interactions \ 5. A symbolic-interactionist approach to analysing the relations between student and academic Identities and teaching-learning interactions \ 6. A Bernsteinian approach to analysing the relations between disciplinary knowledge practices and teaching-learning interactions \ 7. A Bourdieusian approach to analysing the relations between institutional cultures and teaching-learning interactions \ 8. Implications for researching teaching-learning interactions \ References \ Index