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 2021-10-01 to 2025-10-01.)
ArticleCitations
Malaysia: targeted academic development needed35
Thanks to IJAD peer reviewers26
Advancing academic development: a strategic, integrated model for recognition, professional development, and community-building15
On holistic academic development in a pandemic (in verse)12
University teachers’ professional learning for academic development: Q methodology research12
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education12
Distributed leadership and peer review: a MOOC exemplar11
A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education10
A narrative review of interdisciplinary teaching and learning scholarship: closing the gap between theory and practice9
Consensus moderation and the sessional academic: valued or powerless and compliant?9
Engineering students trust teachers who ask, listen, and respond9
Commemorating 30 years of ICED: embracing academic development’s rich past, challenging present, and emerging future(s)8
Exploring the variation of educational developers’ teaching-related perceptions in higher education8
Top Trumps: The Nottingham Trent University Educational Development Edition7
Grasping at straws with academic development as a novice lecturer7
Teachers’ approaches to interdisciplinary teaching and learning initiatives in disciplinary programmes: a scoping review6
Introducing brief mindfulness practices to mitigate faculty burnout in the post-COVID era6
The evolution of a cooperative mentoring community: developing research leadership in early career (healthcare) faculty6
Enhancing reflective practice: lessons learned and adjustments in scaffolding critical reflection in peer observation of teaching6
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities6
Off the side of the desk: equity work in Canadian teaching and learning centres5
The gendered nature of educational development in the United States5
Thanks to IJAD peer reviewers5
Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities5
Group-based journal review: opportunities for researcher development and enjoyment5
Trust and ethos in academic development: credibility, identity, and value5
The disrupting interview: a framework to approach decolonization5
Community-led approaches to the academic development of pracademics in universities: evidence from Ghana4
Beyond academic development as institutional practice: advancing community-led approaches4
Open networked learning – a course, a community, an approach4
Scaffolding trust to advance inclusive teaching through UDL: a model for academic development4
An identity-agency perspective on overseas academic development of Thai university English teachers4
Mentorship for early career academics in a long-term problem- and project-based university academic development program in Denmark: views of subject and pedagogy mentors4
Revisiting the impact of academic development: scholarship and practice4
Relational pedagogy in higher education: what might it look like in practice and how do we develop it?4
Belonging as an academic/educational developer: breathing for justice, together4
A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group3
The creative self in the uncanny of complex practice3
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice3
A complexity-informed examination of educational development services of a university’s teaching and learning centre3
Collaboration and co-authorship in academic development: what should we be considering?3
Small but mighty: a hybrid TILT academic development partnership3
Less structure, more purpose3
Evaluation in the time of crisis: evidencing value at a centre for teaching and learning during the Covid-19 pandemic3
Our academic development stories: exploring identities, complexities, and experiences3
Professional development practices and preferences in Irish Higher Education: insights from a regional survey3
Bringing educational development to Central and Eastern Europe: reflections on twenty years of supporting teachers3
‘They stare back at me, or down at the floor’: towards intercultural academic development3
Relationality, belonging, and inclusion in academic development2
Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas2
Desired characteristics of continuing professional development for holistic academic development2
Conceptions of peer review of teaching: a phenomenographic study2
Connecting through contexts: positional awareness and interrelatedness2
Pedagogical training for developing students’ metacognition: implications for educators2
Fostering research culture through virtual community learning towards academic development2
Motivating conversations in teaching excellence awards2
A guide to career development and work-life dynamics2
The ‘naked’ syllabus as a model of faculty development: is this the missing link in Higher Education?2
A consortial community for VITAL faculty: fostering community, sense of belonging, & teaching excellence2
Fences, dancing, and the spaces between academic development2
Advocating for accessibility: the gap in the academic development community2
Parallels between philosophy and academic development: under-labourers, critics, or leaders?2
Industry experience and supporting part-time academic professionals: professional sport and academic development parallels2
Negotiated identity: a systematic review of the experiences and perceptions of supervisors of undergraduate academic supervision of the final year research project2
Adding a scholarly analysis of teaching and learning to SoTL: the development of the hands-on Utrecht Roadmap for SoTL2
Improving teaching and learning: mathematics and science faculty reflections across time2
Academic developers as flexible generalists: responding to COVID-192
Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development2
‘Mirror, mirror on the wall’: reflecting on, and refracting through, academic development in a pandemic year2
Entangled in context: addressing academic development and choice architecture2
‘Accountable to whom, for what, and through what means’: educational developers in the audit culture2
Why formulate a research team?2
Interior Design as an Analogy for Academic Development2
The precarious academic: professional development and academic identity in the neoliberal university2
Reaping the dividends of liminality2
Supporting writing a teaching portfolio by focusing on practice2
Improvisation, advocacy and outreach to preserve an endangered tradition2
Exploring international collaborative writing groups’ potential for community-based academic development around public SoTL2
Practice what you teach: trust and asset-based practices as the foundation of professional collaboration at a large university2
Navigating tenure: a qualitative investigation into tenure committee members’ perspectives at a small university campus2
A taught approach to personal tutoring2
Supporting academic development during curriculum change: a co-operative inquiry of identity and engagement2
Holistic academic development and academic identity in the liminal postdoctoral zone2
The complex transition to academic development: an ecological perspective2
The role of the academic developer as broker in building trust2
Creating reflective space for teachers in higher education: the use of story completion1
PhD orals from the convenors’ perspective: implications for academics and candidates1
Diffracting peer observation: talking about differences, not looking for perfection1
Empowering early career academics to overcome low confidence1
What hope for academic academic development?1
Navigating the complexities of higher education: towards a more holistic, relational understanding of academic development work1
The role of the facilitator in collective reflection on higher education teaching1
Trust-building as inherent to academic development practice1
Academic development as distributed cognition and practice1
Handbuch Hochschuldidaktik1
Towards a conceptual framework of professional development: a phenomenographic study of academics’ mindsets in a business school1
Review of relationship-rich education. How human connections drive success in college1
Thanks to IJAD Peer Reviewers 20231
We need each other: academic development work as necessary reciprocity1
Academic developers’ perceptions of support for sessional staff in Australia1
Anti-racist, anti-oppressive curriculum development: a different entry point into work on racism and bias in higher education1
Expanding peer observation of teaching and learning through cross-institutional collaboration1
Learning with the river: unblocking channels for academic development1
Finding community through an academic development collective: overcoming constraints through strategic collaboration1
Building resilience in and through academic development1
What university teachers need to know - perceptions of course content in higher education pedagogical courses1
Value of taught academic development programmes: building trust?1
Podcasting as professional development1
Understanding the impact of a pandemic on the work of educational developers1
Exploring mentors’ perceptions of the benefits and challenges of mentoring in a constellation model1
That place that is a teaching and learning center1
Unfolding educational innovation processes and teacher motivation in universities: a multiple-case study1
Exploring profiles of novice and more experienced university teachers’ beliefs regarding their self-efficacy and teaching approaches1
Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD)1
Another set of eyes: an educational co-design story1
The Change Laboratory as an approach to harnessing conversation for academic development1
What is the syllabus for? Revealing tensions through a scoping review of syllabus uses1
Guiding questions for evaluating IJAD submissions1
The challenge of academic freedom at post-Soviet universities: pursuing critical inquiry through transformative academic development1
Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach1
Assessing the teaching culture on campus: the development and validation of the Institutional Teaching Culture Perception Survey-Faculty1
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 fr1
Valuing teaching: exploring how a university’s strategic documents reflect institutional teaching culture1
How facilitated multi-source feedback constructs new conversations about teaching: a positioning theory study1
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