OOIR: Observatory of International Research

Papers

(The TQCC of International Journal for Academic Development is 4. 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.)

Article	Citations
Conversations that make meaningful change in teaching, teachers, and academic development	44
Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities	31
Quality of teaching in higher education: reviewing teaching behaviour through classroom observations	18
Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning	14
On nurturing the emergent SoTL researcher: responding to challenges and opportunities	12
Academic developers developing: aspects of an expanding lifeworld	12
‘Complexifying’ our approach to evaluating educational development outcomes: bridging theoretical innovations with frontline practice	12
What really matters to faculty members attending professional development programs in higher education	11
Casual academic staff experiences in higher education: insights for academic development	11
Building integrated networks to develop teaching and learning: the critical role of hubs	10
Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community	8
Student voice, culture, and teacher power in curriculum co-design within higher education: an action-based research study	8
How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach	8
25 years of accomplishments and challenges in academic development – where to next?	8
Academic developers as flexible generalists: responding to COVID-19	8
Developing new faculty voice and agency through trustful, overlapping, faculty-faculty and student-faculty conversations	8
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 change	7
Curriculum development: enabling and limiting factors	7
Delineating the successful features of research data management training: a systematic review	7
On the necessity of hope in academic development	7
Academic developers’ professional identity: a thematic review of the literature	7
‘I’m not alone’: outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student–staff partnership	6
From an individual to an institution: observations about the evolutionary nature of conversations	6
Deliberative academic development with university teachers in times of crisis	6

Looking at faculty writing groups from within: some insights for their sustainability and future implementations	6
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
Third places: cultivating mobile communities of practice in the global south	6
PhD students, significant others, and pedagogical conversations. The importance of trusting relationships for academic development	6
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 teachers	6
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice	6
Why have eight researcher women in STEMM left academic research, and where did they go?	6
Care in collaborations: opening up conversations about teaching	6
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education	6
Academic development in times of crisis	5
The disrupting interview: a framework to approach decolonization	5
No time to wait in a crisis: Developing an informal approach to academic development through international online conversations	5
Starting conversations and building connections: fostering a community of practice across disciplinary boundaries at a college of applied arts and technology	5
Teaching and Learning Regimes: an educational developer’s perspective within a university’s top-down education policy and its practice architectures	5
Academics’ perceptions of challenges of a peer observation of teaching pilot in a Confucian nation: the Vietnamese experience	5
The emotional transition to online teaching: grief, loss, and implications for academic development	5
Students as partners within a centre for teaching and learning: a qualitative analysis of challenges and benefits	4
Development of educational leaders’ adaptive expertise in a professional development programme	4
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities	4
What university teachers need to know - perceptions of course content in higher education pedagogical courses	4
Creating spaces to develop research culture	4
Creating the Framework for Inclusive Teaching Excellence	4
The Culturally Sensitive Curricula Educator Self-Reflection Tool as a step toward curricular transformation	4
Mentoring in Saudi higher education: considering the role of culture in academic development	4
PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning	4
Desired characteristics of continuing professional development for holistic academic development	4
Teaching philosophies revalued: beyond personal development to academic and institutional capacity building	4