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 2020-10-01 to 2024-10-01.)
ArticleCitations
Conversations that make meaningful change in teaching, teachers, and academic development44
Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities31
Quality of teaching in higher education: reviewing teaching behaviour through classroom observations18
Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning14
On nurturing the emergent SoTL researcher: responding to challenges and opportunities12
Academic developers developing: aspects of an expanding lifeworld12
‘Complexifying’ our approach to evaluating educational development outcomes: bridging theoretical innovations with frontline practice12
What really matters to faculty members attending professional development programs in higher education11
Casual academic staff experiences in higher education: insights for academic development11
Building integrated networks to develop teaching and learning: the critical role of hubs10
Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community8
Student voice, culture, and teacher power in curriculum co-design within higher education: an action-based research study8
How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach8
25 years of accomplishments and challenges in academic development – where to next?8
Academic developers as flexible generalists: responding to COVID-198
Developing new faculty voice and agency through trustful, overlapping, faculty-faculty and student-faculty conversations8
Relational pedagogy in higher education: what might it look like in practice and how do we develop it?7
SoTL enculturation guided by Kotter’s model of change7
Curriculum development: enabling and limiting factors7
Delineating the successful features of research data management training: a systematic review7
On the necessity of hope in academic development7
Academic developers’ professional identity: a thematic review of the literature7
‘I’m not alone’: outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student–staff partnership6
From an individual to an institution: observations about the evolutionary nature of conversations6
Deliberative academic development with university teachers in times of crisis6
Looking at faculty writing groups from within: some insights for their sustainability and future implementations6
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-efficacy6
Third places: cultivating mobile communities of practice in the global south6
PhD students, significant others, and pedagogical conversations. The importance of trusting relationships for academic development6
Consensus moderation and the sessional academic: valued or powerless and compliant?6
Conversations as a source of professional learning: exploring the dynamics of camaraderie and common ground amongst university teachers6
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice6
Why have eight researcher women in STEMM left academic research, and where did they go?6
Care in collaborations: opening up conversations about teaching6
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education6
Academic development in times of crisis5
The disrupting interview: a framework to approach decolonization5
No time to wait in a crisis: Developing an informal approach to academic development through international online conversations5
Starting conversations and building connections: fostering a community of practice across disciplinary boundaries at a college of applied arts and technology5
Teaching and Learning Regimes: an educational developer’s perspective within a university’s top-down education policy and its practice architectures5
Academics’ perceptions of challenges of a peer observation of teaching pilot in a Confucian nation: the Vietnamese experience5
The emotional transition to online teaching: grief, loss, and implications for academic development5
Students as partners within a centre for teaching and learning: a qualitative analysis of challenges and benefits4
Development of educational leaders’ adaptive expertise in a professional development programme4
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities4
What university teachers need to know - perceptions of course content in higher education pedagogical courses4
Creating spaces to develop research culture4
Creating the Framework for Inclusive Teaching Excellence4
The Culturally Sensitive Curricula Educator Self-Reflection Tool as a step toward curricular transformation4
Mentoring in Saudi higher education: considering the role of culture in academic development4
PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning4
Desired characteristics of continuing professional development for holistic academic development4
Teaching philosophies revalued: beyond personal development to academic and institutional capacity building4
From nice to know to “newfound popularity”: academic developers’ perceptions of how COVID-19 has changed their role3
Walking the tightrope: enabling mindset and practice transformation at scale through compassionate academic development3
Access and success: rethinking and widening the impact of academic development3
Over a nice, hot cup of tea! Reflecting on the conditions for meaningful, informal conversations between academic developers and novice academics3
Embracing complexity: an inclusive framework for the scholarship of educational development3
Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas3
PhD orals from the convenors’ perspective: implications for academics and candidates3
The precarious academic: professional development and academic identity in the neoliberal university3
Understanding the professional identities of PVCs education from academic development backgrounds3
Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents3
“Students CAN be the center of their own learning”: lessons learnt from a transnational collaborative academic development project3
Academic development for doctoral students: exploring the relevance of teaching-research integration, discipline-sensitivity and collaboration3
Room32: an academic oasis for our informal conversations to enhance teaching and learning3
Learning and developing during lesson study through professional conversations3
In partnership with heads of department for sustainable educational development2
A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes2
On holistic academic development in a pandemic (in verse)2
A neglected area: supervision development opportunities for doctoral researchers involved in undergraduate and masters project mentoring2
‘Mirror, mirror on the wall’: reflecting on, and refracting through, academic development in a pandemic year2
Quality and qualifications: the value of centralised teaching courses for postgraduates who teach2
Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants2
Towards a conceptual framework of professional development: a phenomenographic study of academics’ mindsets in a business school2
Significant conversations, significant others: intimate dialogues about teaching statistics2
Significant conversations at the intersection of co-teaching and student-faculty partnership2
Building a competence-based model for the academic development of programme leaders2
The ‘naked’ syllabus as a model of faculty development: is this the missing link in Higher Education?2
Developing the curriculum within an institution using a Change Academy approach: a process focus2
New academics’ experiences of induction to teaching: using Cultural Historical Activity Theory (CHAT) to understand and improve induction experiences2
Sessionals’ educational development: a review of North American research, 2008-20182
Academic developers’ perceptions of support for sessional staff in Australia2
Review of relationship-rich education. How human connections drive success in college2
Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships2
Revisiting the impact of academic development: scholarship and practice2
Creating a collaborative community spirit for the future of academic development2
Early-career STEM faculty members’ perceptions on their teaching praxis2
Using data about classroom practices to stimulate significant conversations and aid reflection1
Reflecting on leading flipped classroom practices in a liberal arts university in Hong Kong1
What hope for academic academic development?1
Another set of eyes: an educational co-design story1
Fences, dancing, and the spaces between academic development1
Mentoring models in research in Polish academia1
Improvisation, advocacy and outreach to preserve an endangered tradition1
Academic development to overcome STEM teachers’ challenges in teaching communication1
Empowering early career academics to overcome low confidence1
Our academic development stories: exploring identities, complexities, and experiences1
Learning through leadership: capturing practice architectures1
Parallels between philosophy and academic development: under-labourers, critics, or leaders?1
The gendered nature of educational development in the United States1
How to write a lot: a practical guide to productive academic writing1
Peer review of teaching: using the nominal group technique to improve a program in a university setting with no previous experience1
Why formulate a research team?1
The power of international online conversations: higher education teachers’ reflections on their impact on academic development1
The Change Laboratory as an approach to harnessing conversation for academic development1
Faculty experiences teaching in linguistically and culturally diverse contexts at the university level1
The Educational Development Interview: a guided conversation supporting professional learning about teaching practice in higher education1
Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach1
Diffracting peer observation: talking about differences, not looking for perfection1
Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course1
Holistic academic development and academic identity in the liminal postdoctoral zone1
A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education1
Graduate students as partners in academic development: benefits, challenges, and lessons learned1
Belonging as an academic/educational developer: breathing for justice, together1
When to co-create education: comparing co-creation discussions before and after a course1
Fostering research culture through virtual community learning towards academic development1
Strategic academic development in Asia: embracing a ‘layered’ approach to ‘wicked problems’1
From content-centered logic to student-centered logic: can peer observation shift how faculty think about their teaching?1
The complex transition to academic development: an ecological perspective1
Evaluation in the time of crisis: evidencing value at a centre for teaching and learning during the Covid-19 pandemic1
Academic developers as ‘romantic incubators’? The role of growth and professional support in our work1
Commemorating 30 years of ICED: embracing academic development’s rich past, challenging present, and emerging future(s)1
Impact of a regional community of practice for academic developers engaged in institution-level support for SoTL1
Pedagogical training for developing students’ metacognition: implications for educators1
Navigating the complexities of higher education: towards a more holistic, relational understanding of academic development work1
A holistic assessment of the responsibilities and areas of support of engineering faculty1
Exploring contours of the entrepreneurial self in the contemporary university: developing learning and teaching under neoliberal conditions1
From scientist to academic developer: a story1
Do birds of a feather flock together? Lessons from an interdisciplinary and interinstitutional community-development approach to faculty development1
University teachers’ professional learning for academic development: Q methodology research1
Design conversations and informal chats: ‘situated’ professional development, community, and casual tutors in undergraduate architectural design education1
This tale of ours: Pakistani academics’ challenges, struggles, and becoming1
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