OOIR: Observatory of International Research

Papers

(The TQCC of International Journal for Academic Development is 2. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Malaysia: targeted academic development needed	26
University teachers’ professional learning for academic development: Q methodology research	19
Advancing academic development: a strategic, integrated model for recognition, professional development, and community-building	13
A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education	12
Distributed leadership and peer review: a MOOC exemplar	12
A narrative review of interdisciplinary teaching and learning scholarship: closing the gap between theory and practice	12
Consensus moderation and the sessional academic: valued or powerless and compliant?	10
Engineering students trust teachers who ask, listen, and respond	10
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education	10
Commemorating 30 years of ICED: embracing academic development’s rich past, challenging present, and emerging future(s)	9
Exploring the variation of educational developers’ teaching-related perceptions in higher education	9
Grasping at straws with academic development as a novice lecturer	8
Top Trumps: The Nottingham Trent University Educational Development Edition	8
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities	6
Introducing brief mindfulness practices to mitigate faculty burnout in the post-COVID era	6
Teachers’ approaches to interdisciplinary teaching and learning initiatives in disciplinary programmes: a scoping review	6
Enhancing reflective practice: lessons learned and adjustments in scaffolding critical reflection in peer observation of teaching	6
Off the side of the desk: equity work in Canadian teaching and learning centres	5
Trust and ethos in academic development: credibility, identity, and value	5
Scaffolding trust to advance inclusive teaching through UDL: a model for academic development	5
Community-led approaches to the academic development of pracademics in universities: evidence from Ghana	5
Thanks to IJAD peer reviewers	5
The evolution of a cooperative mentoring community: developing research leadership in early career (healthcare) faculty	5
Revisiting the impact of academic development: scholarship and practice	5
Group-based journal review: opportunities for researcher development and enjoyment	5

The gendered nature of educational development in the United States	5
The disrupting interview: a framework to approach decolonization	5
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	4
Open networked learning – a course, a community, an approach	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
‘They stare back at me, or down at the floor’: towards intercultural academic development	4
An identity-agency perspective on overseas academic development of Thai university English teachers	4
Belonging as an academic/educational developer: breathing for justice, together	4
Our academic development stories: exploring identities, complexities, and experiences	3
Professional development practices and preferences in Irish Higher Education: insights from a regional survey	3
Evaluation in the time of crisis: evidencing value at a centre for teaching and learning during the Covid-19 pandemic	3
Fences, dancing, and the spaces between academic development	3
A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group	3
The creative self in the uncanny of complex practice	3
Less structure, more purpose	3
The complex transition to academic development: an ecological perspective	3
Collaboration and co-authorship in academic development: what should we be considering?	3
Small but mighty: a hybrid TILT academic development partnership	3
A complexity-informed examination of educational development services of a university’s teaching and learning centre	3
The role of the academic developer as broker in building trust	3
Bringing educational development to Central and Eastern Europe: reflections on twenty years of supporting teachers	3
Conceptions of peer review of teaching: a phenomenographic study	2
Interior Design as an Analogy for Academic Development	2
Improvisation, advocacy and outreach to preserve an endangered tradition	2
Practice what you teach: trust and asset-based practices as the foundation of professional collaboration at a large university	2
Exploring international collaborative writing groups’ potential for community-based academic development around public SoTL	2
A guide to career development and work-life dynamics	2
Advocating for accessibility: the gap in the academic development community	2
Entangled in context: addressing academic development and choice architecture	2
‘Accountable to whom, for what, and through what means’: educational developers in the audit culture	2
A consortial community for VITAL faculty: fostering community, sense of belonging, & teaching excellence	2
Adding a scholarly analysis of teaching and learning to SoTL: the development of the hands-on Utrecht Roadmap for SoTL	2
Industry experience and supporting part-time academic professionals: professional sport and academic development parallels	2
Negotiated identity: a systematic review of the experiences and perceptions of supervisors of undergraduate academic supervision of the final year research project	2
Pedagogical training for developing students’ metacognition: implications for educators	2
Fostering research culture through virtual community learning towards academic development	2
Connecting through contexts: positional awareness and interrelatedness	2
Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development	2
Supporting writing a teaching portfolio by focusing on practice	2
Supporting academic development during curriculum change: a co-operative inquiry of identity and engagement	2
Holistic academic development and academic identity in the liminal postdoctoral zone	2
Relationality, belonging, and inclusion in academic development	2
The ‘naked’ syllabus as a model of faculty development: is this the missing link in Higher Education?	2
Academic developers as flexible generalists: responding to COVID-19	2
Exploring profiles of novice and more experienced university teachers’ beliefs regarding their self-efficacy and teaching approaches	2
Reaping the dividends of liminality	2
That place that is a teaching and learning center	2
‘Mirror, mirror on the wall’: reflecting on, and refracting through, academic development in a pandemic year	2
Motivating conversations in teaching excellence awards	2

Why formulate a research team?	2
Improving teaching and learning: mathematics and science faculty reflections across time	2
A taught approach to personal tutoring	2
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice	2
‘Capturing moments’ and ‘creating opportunities’: applications of the writerly peer observation framework	2
The precarious academic: professional development and academic identity in the neoliberal university	2
Parallels between philosophy and academic development: under-labourers, critics, or leaders?	2
Navigating tenure: a qualitative investigation into tenure committee members’ perspectives at a small university campus	2
Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas	2
Desired characteristics of continuing professional development for holistic academic development	2