International Journal for Academic Development

Papers
(The median citation count of International Journal for Academic Development is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-02-01 to 2025-02-01.)
ArticleCitations
Thanks to IJAD peer reviewers44
Malaysia: targeted academic development needed31
Clinical education vs academic development14
Mentoring in Saudi higher education: considering the role of culture in academic development13
Public relations as part of the work of academic developers: a vignette on our role at a Japanese university13
From content-centered logic to student-centered logic: can peer observation shift how faculty think about their teaching?12
This tale of ours: Pakistani academics’ challenges, struggles, and becoming12
Thanks to IJAD Peer Reviewers 202310
An identity-agency perspective on overseas academic development of Thai university English teachers10
Why formulate a research team?9
Mentorship for early career academics in a long-term problem- and project-based university academic development program in Denmark: views of subject and pedagogy mentors9
Creating reflective space for teachers in higher education: the use of story completion9
How to write a lot: a practical guide to productive academic writing8
Significant conversations at the intersection of co-teaching and student-faculty partnership8
Interior Design as an Analogy for Academic Development8
Fostering research culture through virtual community learning towards academic development8
Scaffolding trust to advance inclusive teaching through UDL: a model for academic development7
Uncovering the emotional dimension of developing teaching practice through uncertainty: a multimodal methodology7
Advancing academic development: a strategic, integrated model for recognition, professional development, and community-building7
Belonging as an academic/educational developer: breathing for justice, together7
On holistic academic development in a pandemic (in verse)7
Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community6
The challenge of academic freedom at post-Soviet universities: pursuing critical inquiry through transformative academic development6
Academic developers’ professional identity: a thematic review of the literature6
Academic thriving and online course design: a conceptual model6
Reflecting on leading flipped classroom practices in a liberal arts university in Hong Kong6
Students as partners within a centre for teaching and learning: a qualitative analysis of challenges and benefits6
Reflections on building trust with groups engaged in curriculum review6
Embracing complexity: an inclusive framework for the scholarship of educational development6
Beyond academic development as institutional practice: advancing community-led approaches6
A community-based practice for the co-development of women academic leaders6
Embracing liminality: academic development for early career academics within a community of practice5
Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project5
Open networked learning – a course, a community, an approach5
University teachers’ professional learning for academic development: Q methodology research5
A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group4
A narrative review of interdisciplinary teaching and learning scholarship: closing the gap between theory and practice4
From scientist to academic developer: a story4
Parallels between philosophy and academic development: under-labourers, critics, or leaders?4
Using the VUCA framework to support faculty development during professional transitions4
Review of relationship-rich education. How human connections drive success in college4
Exploring mentors’ perceptions of the benefits and challenges of mentoring in a constellation model4
What university teachers need to know - perceptions of course content in higher education pedagogical courses4
A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes4
‘They stare back at me, or down at the floor’: towards intercultural academic development4
Learning and developing during lesson study through professional conversations4
Teaching philosophies revalued: beyond personal development to academic and institutional capacity building4
Over a nice, hot cup of tea! Reflecting on the conditions for meaningful, informal conversations between academic developers and novice academics4
A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education4
Delineating the successful features of research data management training: a systematic review3
Collaboration and co-authorship in academic development: what should we be considering?3
Room32: an academic oasis for our informal conversations to enhance teaching and learning3
Our academic development stories: exploring identities, complexities, and experiences3
How facilitated multi-source feedback constructs new conversations about teaching: a positioning theory study3
The precarious academic: professional development and academic identity in the neoliberal university3
The role of academic developers in initiating, developing, and supporting student-staff partnerships in learning and teaching in higher education: a systematic narrative literature review and a new fr3
Looking at faculty writing groups from within: some insights for their sustainability and future implementations3
Engineering students trust teachers who ask, listen, and respond3
Significant conversations, significant others: intimate dialogues about teaching statistics3
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education3
Podcasting as professional development2
Academic developers’ perceptions of support for sessional staff in Australia2
The creative self in the uncanny of complex practice2
Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course2
Academic development to overcome STEM teachers’ challenges in teaching communication2
In partnership with heads of department for sustainable educational development2
Towards a conceptual framework of professional development: a phenomenographic study of academics’ mindsets in a business school2
Improving teaching and learning: mathematics and science faculty reflections across time2
Clouds in the silver lining of learning analytics: ethical tensions for Educational Developers2
Deliberative academic development with university teachers in times of crisis2
The Culturally Sensitive Curricula Educator Self-Reflection Tool as a step toward curricular transformation2
Grasping at straws with academic development as a novice lecturer2
Consensus moderation and the sessional academic: valued or powerless and compliant?2
Teachers’ experiences with a mandatory multi-purpose teaching portfolio: a mixed methods study2
A complexity-informed examination of educational development services of a university’s teaching and learning centre2
Exploring the variation of educational developers’ teaching-related perceptions in higher education2
Top Trumps: The Nottingham Trent University Educational Development Edition2
Small but mighty: a hybrid TILT academic development partnership1
SoTL enculturation guided by Kotter’s model of change1
What really matters to faculty members attending professional development programs in higher education1
Towards an Australian regional university professional development typology: a qualitative exploration of the academic voice1
Early-career STEM faculty members’ perceptions on their teaching praxis1
PhD students, significant others, and pedagogical conversations. The importance of trusting relationships for academic development1
Third places: cultivating mobile communities of practice in the global south1
Impact of a regional community of practice for academic developers engaged in institution-level support for SoTL1
Serendipitous conversations: the 10-year journey in becoming SoTL scholars and educators1
Professional development practices and preferences in Irish Higher Education: insights from a regional survey1
Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach1
Another set of eyes: an educational co-design story1
Walking the tightrope: enabling mindset and practice transformation at scale through compassionate academic development1
Mentoring models in research in Polish academia1
The Educational Development Interview: a guided conversation supporting professional learning about teaching practice in higher education1
Motivating conversations in teaching excellence awards1
Academic development for doctoral students: exploring the relevance of teaching-research integration, discipline-sensitivity and collaboration1
Building integrated networks to develop teaching and learning: the critical role of hubs1
Academic developers as flexible generalists: responding to COVID-191
The emotional transition to online teaching: grief, loss, and implications for academic development1
Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants1
Care in collaborations: opening up conversations about teaching1
Improvisation, advocacy and outreach to preserve an endangered tradition1
Pedagogical training for developing students’ metacognition: implications for educators1
Teaching award winners – (in)visible best-practice examples? Findings from Austria and Switzerland1
Understanding the impact of a pandemic on the work of educational developers1
Less structure, more purpose1
PhD orals from the convenors’ perspective: implications for academics and candidates1
Academic developers as ‘romantic incubators’? The role of growth and professional support in our work1
Why have eight researcher women in STEMM left academic research, and where did they go?1
Supporting writing a teaching portfolio by focusing on practice1
Bringing educational development to Central and Eastern Europe: reflections on twenty years of supporting teachers1
The evolution of a cooperative mentoring community: developing research leadership in early career (healthcare) faculty1
Exploring international collaborative writing groups’ potential for community-based academic development around public SoTL1
What hope for academic academic development?1
Academic development as distributed cognition and practice1
Trust and trustworthiness in pedagogical competence development programs: tensions between systemic contexts and interpersonal relationships1
Valuing teaching: exploring how a university’s strategic documents reflect institutional teaching culture1
Connecting through contexts: positional awareness and interrelatedness1
Diffracting peer observation: talking about differences, not looking for perfection1
Commemorating 30 years of ICED: embracing academic development’s rich past, challenging present, and emerging future(s)1
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice1
Making meaning: An investigation into staff’s relational experience of academic development in an applied arts assessment context1
Fences, dancing, and the spaces between academic development1
Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning1
Anti-racist, anti-oppressive curriculum development: a different entry point into work on racism and bias in higher education1
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities1
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