OOIR: Observatory of International Research

Papers

(The TQCC of International Journal for Academic Development is 3. 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