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 2021-05-01 to 2025-05-01.)

Article	Citations
Thanks to IJAD peer reviewers	53
This tale of ours: Pakistani academics’ challenges, struggles, and becoming	35
Malaysia: targeted academic development needed	21
Advancing academic development: a strategic, integrated model for recognition, professional development, and community-building	18
University teachers’ professional learning for academic development: Q methodology research	13
Students as partners within a centre for teaching and learning: a qualitative analysis of challenges and benefits	13
On holistic academic development in a pandemic (in verse)	13
Learning and developing during lesson study through professional conversations	12
Distributed leadership and peer review: a MOOC exemplar	12
A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education	11
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education	11
Consensus moderation and the sessional academic: valued or powerless and compliant?	11
A narrative review of interdisciplinary teaching and learning scholarship: closing the gap between theory and practice	10
Teaching philosophies revalued: beyond personal development to academic and institutional capacity building	10
Engineering students trust teachers who ask, listen, and respond	10
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities	9
Grasping at straws with academic development as a novice lecturer	9
Commemorating 30 years of ICED: embracing academic development’s rich past, challenging present, and emerging future(s)	9
Top Trumps: The Nottingham Trent University Educational Development Edition	9
Exploring the variation of educational developers’ teaching-related perceptions in higher education	8
The disrupting interview: a framework to approach decolonization	8
Introducing brief mindfulness practices to mitigate faculty burnout in the post-COVID era	8
Enhancing reflective practice: lessons learned and adjustments in scaffolding critical reflection in peer observation of teaching	8
The evolution of a cooperative mentoring community: developing research leadership in early career (healthcare) faculty	8
Third places: cultivating mobile communities of practice in the global south	8

“Students CAN be the center of their own learning”: lessons learnt from a transnational collaborative academic development project	7
Trust and ethos in academic development: credibility, identity, and value	6
Starting conversations and building connections: fostering a community of practice across disciplinary boundaries at a college of applied arts and technology	6
Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities	6
Group-based journal review: opportunities for researcher development and enjoyment	6
The gendered nature of educational development in the United States	6
Relational pedagogy in higher education: what might it look like in practice and how do we develop it?	5
Beyond academic development as institutional practice: advancing community-led approaches	5
Thanks to IJAD peer reviewers	5
Community-led approaches to the academic development of pracademics in universities: evidence from Ghana	5
Off the side of the desk: equity work in Canadian teaching and learning centres	5
Revisiting the impact of academic development: scholarship and practice	5
Scaffolding trust to advance inclusive teaching through UDL: a model for academic development	5
Professional development practices and preferences in Irish Higher Education: insights from a regional survey	4
Bringing educational development to Central and Eastern Europe: reflections on twenty years of supporting teachers	4
A complexity-informed examination of educational development services of a university’s teaching and learning centre	4
Mentoring in Saudi higher education: considering the role of culture in academic development	4
‘They stare back at me, or down at the floor’: towards intercultural academic development	4
A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group	4
Open networked learning – a course, a community, an approach	4
Our academic development stories: exploring identities, complexities, and experiences	4
An identity-agency perspective on overseas academic development of Thai university English teachers	4
Collaboration and co-authorship in academic development: what should we be considering?	4
Small but mighty: a hybrid TILT academic development partnership	4
The creative self in the uncanny of complex practice	4
Belonging as an academic/educational developer: breathing for justice, together	4
Mentorship for early career academics in a long-term problem- and project-based university academic development program in Denmark: views of subject and pedagogy mentors	4
Fences, dancing, and the spaces between academic development	3
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice	3
‘Accountable to whom, for what, and through what means’: educational developers in the audit culture	3
The role of the academic developer as broker in building trust	3
Less structure, more purpose	3
Evaluation in the time of crisis: evidencing value at a centre for teaching and learning during the Covid-19 pandemic	3
Holistic academic development and academic identity in the liminal postdoctoral zone	2
Supporting academic development during curriculum change: a co-operative inquiry of identity and engagement	2
Relationality, belonging, and inclusion in academic development	2
A guide to career development and work-life dynamics	2
Interior Design as an Analogy for Academic Development	2
Parallels between philosophy and academic development: under-labourers, critics, or leaders?	2
The ‘naked’ syllabus as a model of faculty development: is this the missing link in Higher Education?	2
A taught approach to personal tutoring	2
The complex transition to academic development: an ecological perspective	2
‘Mirror, mirror on the wall’: reflecting on, and refracting through, academic development in a pandemic year	2
Why formulate a research team?	2
Significant conversations at the intersection of co-teaching and student-faculty partnership	2
The precarious academic: professional development and academic identity in the neoliberal university	2
Advocating for accessibility: the gap in the academic development community	2
A consortial community for VITAL faculty: fostering community, sense of belonging, & teaching excellence	2
PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning	2
Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development	2

Fostering research culture through virtual community learning towards academic development	2
Improvisation, advocacy and outreach to preserve an endangered tradition	2
Motivating conversations in teaching excellence awards	1
Conversations that make meaningful change in teaching, teachers, and academic development	1
Academic developers’ perceptions of support for sessional staff in Australia	1
Another set of eyes: an educational co-design story	1
Valuing teaching: exploring how a university’s strategic documents reflect institutional teaching culture	1
Academic development as distributed cognition and practice	1
Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas	1
Diffracting peer observation: talking about differences, not looking for perfection	1
A neglected area: supervision development opportunities for doctoral researchers involved in undergraduate and masters project mentoring	1
Towards a conceptual framework of professional development: a phenomenographic study of academics’ mindsets in a business school	1
How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach	1
Exploring mentors’ perceptions of the benefits and challenges of mentoring in a constellation model	1
Supporting writing a teaching portfolio by focusing on practice	1
Unfolding educational innovation processes and teacher motivation in universities: a multiple-case study	1
Academic developers as flexible generalists: responding to COVID-19	1
Connecting through contexts: positional awareness and interrelatedness	1
Conceptions of peer review of teaching: a phenomenographic study	1
Thanks to IJAD Peer Reviewers 2023	1
Anti-racist, anti-oppressive curriculum development: a different entry point into work on racism and bias in higher education	1
Mentoring models in research in Polish academia	1
Industry experience and supporting part-time academic professionals: professional sport and academic development parallels	1
Podcasting as professional development	1
Academic developers developing: aspects of an expanding lifeworld	1
PhD orals from the convenors’ perspective: implications for academics and candidates	1
That place that is a teaching and learning center	1
Creating reflective space for teachers in higher education: the use of story completion	1
From an individual to an institution: observations about the evolutionary nature of conversations	1
Review of relationship-rich education. How human connections drive success in college	1
Desired characteristics of continuing professional development for holistic academic development	1
What university teachers need to know - perceptions of course content in higher education pedagogical courses	1
Exploring international collaborative writing groups’ potential for community-based academic development around public SoTL	1
Serendipitous conversations: the 10-year journey in becoming SoTL scholars and educators	1
Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents	1
What hope for academic academic development?	1
Care in collaborations: opening up conversations about teaching	1
Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach	1
Reaping the dividends of liminality	1
We need each other: academic development work as necessary reciprocity	1
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 fr	1
Adding a scholarly analysis of teaching and learning to SoTL: the development of the hands-on Utrecht Roadmap for SoTL	1
How facilitated multi-source feedback constructs new conversations about teaching: a positioning theory study	1
Improving teaching and learning: mathematics and science faculty reflections across time	1
Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community	1
Pedagogical training for developing students’ metacognition: implications for educators	1