OOIR: Observatory of International Research

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 2020-03-01 to 2024-03-01.)

Article	Citations
Conversations that make meaningful change in teaching, teachers, and academic development	36
Academics’ motivations in professional training courses: effects on learning engagement and learning gains	31
Imposter syndrome and the accidental academic: an autoethnographic account	30
Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities	24
Quality of teaching in higher education: reviewing teaching behaviour through classroom observations	17
‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program	13
Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning	12
‘Entering the world of academia is like starting a new life’: a trio of reflections from Health Professionals joining academia as second career academics	10
‘Complexifying’ our approach to evaluating educational development outcomes: bridging theoretical innovations with frontline practice	10
Understanding the impact of educational development interventions on classroom instruction and student success	9
On nurturing the emergent SoTL researcher: responding to challenges and opportunities	9
25 years of accomplishments and challenges in academic development – where to next?	7
What really matters to faculty members attending professional development programs in higher education	7
Academic developers developing: aspects of an expanding lifeworld	7
Casual academic staff experiences in higher education: insights for academic development	7
Curriculum development: enabling and limiting factors	7
Building integrated networks to develop teaching and learning: the critical role of hubs	7
Compounding the impact of teaching development programs in China and Hong Kong SAR: using the Professional Standards Framework to deepen learning and improve teaching self-efficacy	6
Care in collaborations: opening up conversations about teaching	6
Conversations as a source of professional learning: exploring the dynamics of camaraderie and common ground amongst university teachers	5
On the necessity of hope in academic development	5
PhD students, significant others, and pedagogical conversations. The importance of trusting relationships for academic development	5
Delineating the successful features of research data management training: a systematic review	5
How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach	5
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice	5

Teaching and Learning Regimes: an educational developer’s perspective within a university’s top-down education policy and its practice architectures	5
Snapshots of selfhood: curating academic identity through visual autoethnography	5
Academics’ perceptions of challenges of a peer observation of teaching pilot in a Confucian nation: the Vietnamese experience	5
Student voice, culture, and teacher power in curriculum co-design within higher education: an action-based research study	5
From an individual to an institution: observations about the evolutionary nature of conversations	5
Change, agency, and boundary spanning in dynamic contexts	5
Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community	5
PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning	4
Third places: cultivating mobile communities of practice in the global south	4
Implementing a coaching model for the development of online teachers	4
Looking at faculty writing groups from within: some insights for their sustainability and future implementations	4
Developing new faculty voice and agency through trustful, overlapping, faculty-faculty and student-faculty conversations	4
SoTL enculturation guided by Kotter’s model of change	4
Why have eight researcher women in STEMM left academic research, and where did they go?	4
What university teachers need to know - perceptions of course content in higher education pedagogical courses	4
Caged (educational) birds: a hybrid metaphorical enquiry	4
Comprehensive assessment for teaching and learning centres: a field-tested planning model	4
Deliberative academic development with university teachers in times of crisis	4
Consensus moderation and the sessional academic: valued or powerless and compliant?	4
Creating spaces to develop research culture	3
The impact of engaging with a higher education institution’s continuing professional development scheme: the assessors’ perspectives	3
PhD orals from the convenors’ perspective: implications for academics and candidates	3
Understanding the professional identities of PVCs education from academic development backgrounds	3
Mentoring in Saudi higher education: considering the role of culture in academic development	3
Starting conversations and building connections: fostering a community of practice across disciplinary boundaries at a college of applied arts and technology	3
Desired characteristics of continuing professional development for holistic academic development	3
Access and success: rethinking and widening the impact of academic development	3
Learning and developing during lesson study through professional conversations	3
Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents	3
Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas	3
Academic developers as flexible generalists: responding to COVID-19	3
Coaxing success from failure through academic development	3
Academic developers’ professional identity: a thematic review of the literature	3
‘I’m not alone’: outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student–staff partnership	2
Creating the Framework for Inclusive Teaching Excellence	2
Early-career STEM faculty members’ perceptions on their teaching praxis	2
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities	2
Over a nice, hot cup of tea! Reflecting on the conditions for meaningful, informal conversations between academic developers and novice academics	2
Embracing complexity: an inclusive framework for the scholarship of educational development	2
Relational pedagogy in higher education: what might it look like in practice and how do we develop it?	2
No time to wait in a crisis: Developing an informal approach to academic development through international online conversations	2
The ‘naked’ syllabus as a model of faculty development: is this the missing link in Higher Education?	2
Creating a collaborative community spirit for the future of academic development	2
“Students CAN be the center of their own learning”: lessons learnt from a transnational collaborative academic development project	2
Sessionals’ educational development: a review of North American research, 2008-2018	2
In partnership with heads of department for sustainable educational development	2
Teaching philosophies revalued: beyond personal development to academic and institutional capacity building	2
Students as partners within a centre for teaching and learning: a qualitative analysis of challenges and benefits	2
A neglected area: supervision development opportunities for doctoral researchers involved in undergraduate and masters project mentoring	2
Revisiting the impact of academic development: scholarship and practice	2

Diversity matters: academic development in times of uncertainty and beyond*	2
The emotional transition to online teaching: grief, loss, and implications for academic development	2
Development of educational leaders’ adaptive expertise in a professional development programme	2
Academic development for doctoral students: exploring the relevance of teaching-research integration, discipline-sensitivity and collaboration	2
Review of relationship-rich education. How human connections drive success in college	2
Look before you leap: making the transition from administration to faculty	2
Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships	2
From nice to know to “newfound popularity”: academic developers’ perceptions of how COVID-19 has changed their role	2
Academic development in times of crisis	1
The Educational Development Interview: a guided conversation supporting professional learning about teaching practice in higher education	1
Walking the tightrope: enabling mindset and practice transformation at scale through compassionate academic development	1
The disrupting interview: a framework to approach decolonization	1
Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course	1
Diffracting peer observation: talking about differences, not looking for perfection	1
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education	1
The precarious academic: professional development and academic identity in the neoliberal university	1
How to write a lot: a practical guide to productive academic writing	1
Significant conversations, significant others: intimate dialogues about teaching statistics	1
Exploring contours of the entrepreneurial self in the contemporary university: developing learning and teaching under neoliberal conditions	1
Peer review of teaching: using the nominal group technique to improve a program in a university setting with no previous experience	1
Seven principles for good practice in midterm student feedback	1
Another set of eyes: an educational co-design story	1
Fences, dancing, and the spaces between academic development	1
Quality and qualifications: the value of centralised teaching courses for postgraduates who teach	1
A holistic assessment of the responsibilities and areas of support of engineering faculty	1
Pedagogical training for developing students’ metacognition: implications for educators	1
On holistic academic development in a pandemic (in verse)	1
A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes	1
Academic developers’ perceptions of support for sessional staff in Australia	1
Transition from content expert to interdisciplinary educator: narrative accounts from health and law	1
‘Mirror, mirror on the wall’: reflecting on, and refracting through, academic development in a pandemic year	1
This tale of ours: Pakistani academics’ challenges, struggles, and becoming	1
Using data about classroom practices to stimulate significant conversations and aid reflection	1
Strategic academic development in Asia: embracing a ‘layered’ approach to ‘wicked problems’	1
Developing the curriculum within an institution using a Change Academy approach: a process focus	1
Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD)	1
Academic developers as ‘romantic incubators’? The role of growth and professional support in our work	1
Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach	1
Improvisation, advocacy and outreach to preserve an endangered tradition	1
Academic development to overcome STEM teachers’ challenges in teaching communication	1
Why formulate a research team?	1
From scientist to academic developer: a story	1
Parallels between philosophy and academic development: under-labourers, critics, or leaders?	1
From content-centered logic to student-centered logic: can peer observation shift how faculty think about their teaching?	1
Learning through leadership: capturing practice architectures	1
Fostering research culture through virtual community learning towards academic development	1
Design conversations and informal chats: ‘situated’ professional development, community, and casual tutors in undergraduate architectural design education	1