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 2020-03-01 to 2024-03-01.)

Article	Citations
Conversations that make meaningful change in teaching, teachers, and academic development	36
Academics’ motivations in professional training courses: effects on learning engagement and learning gains	31
Imposter syndrome and the accidental academic: an autoethnographic account	30
Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities	24
Quality of teaching in higher education: reviewing teaching behaviour through classroom observations	17
‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program	13
Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning	12
‘Complexifying’ our approach to evaluating educational development outcomes: bridging theoretical innovations with frontline practice	10
‘Entering the world of academia is like starting a new life’: a trio of reflections from Health Professionals joining academia as second career academics	10
Understanding the impact of educational development interventions on classroom instruction and student success	9
On nurturing the emergent SoTL researcher: responding to challenges and opportunities	9
Academic developers developing: aspects of an expanding lifeworld	7
Casual academic staff experiences in higher education: insights for academic development	7
Curriculum development: enabling and limiting factors	7
Building integrated networks to develop teaching and learning: the critical role of hubs	7
25 years of accomplishments and challenges in academic development – where to next?	7
What really matters to faculty members attending professional development programs in higher education	7
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
Care in collaborations: opening up conversations about teaching	6
Academics’ perceptions of challenges of a peer observation of teaching pilot in a Confucian nation: the Vietnamese experience	5
Student voice, culture, and teacher power in curriculum co-design within higher education: an action-based research study	5
From an individual to an institution: observations about the evolutionary nature of conversations	5
Change, agency, and boundary spanning in dynamic contexts	5
Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community	5
Conversations as a source of professional learning: exploring the dynamics of camaraderie and common ground amongst university teachers	5

On the necessity of hope in academic development	5
PhD students, significant others, and pedagogical conversations. The importance of trusting relationships for academic development	5
Delineating the successful features of research data management training: a systematic review	5
How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach	5
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice	5
Teaching and Learning Regimes: an educational developer’s perspective within a university’s top-down education policy and its practice architectures	5
Snapshots of selfhood: curating academic identity through visual autoethnography	5
Caged (educational) birds: a hybrid metaphorical enquiry	4
Comprehensive assessment for teaching and learning centres: a field-tested planning model	4
Deliberative academic development with university teachers in times of crisis	4
Consensus moderation and the sessional academic: valued or powerless and compliant?	4
PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning	4
Third places: cultivating mobile communities of practice in the global south	4
Implementing a coaching model for the development of online teachers	4
Looking at faculty writing groups from within: some insights for their sustainability and future implementations	4
Developing new faculty voice and agency through trustful, overlapping, faculty-faculty and student-faculty conversations	4
SoTL enculturation guided by Kotter’s model of change	4
Why have eight researcher women in STEMM left academic research, and where did they go?	4
What university teachers need to know - perceptions of course content in higher education pedagogical courses	4
Learning and developing during lesson study through professional conversations	3
Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents	3
Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas	3
Academic developers as flexible generalists: responding to COVID-19	3
Coaxing success from failure through academic development	3
Academic developers’ professional identity: a thematic review of the literature	3
Creating spaces to develop research culture	3
The impact of engaging with a higher education institution’s continuing professional development scheme: the assessors’ perspectives	3
PhD orals from the convenors’ perspective: implications for academics and candidates	3
Understanding the professional identities of PVCs education from academic development backgrounds	3
Mentoring in Saudi higher education: considering the role of culture in academic development	3
Starting conversations and building connections: fostering a community of practice across disciplinary boundaries at a college of applied arts and technology	3
Desired characteristics of continuing professional development for holistic academic development	3
Access and success: rethinking and widening the impact of academic development	3