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 2021-12-01 to 2025-12-01.)

Article	Citations
Malaysia: targeted academic development needed	28
Advancing academic development: a strategic, integrated model for recognition, professional development, and community-building	19
University teachers’ professional learning for academic development: Q methodology research	14
Distributed leadership and peer review: a MOOC exemplar	12
Engineering students trust teachers who ask, listen, and respond	12
A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education	12
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education	10
A narrative review of interdisciplinary teaching and learning scholarship: closing the gap between theory and practice	10
Consensus moderation and the sessional academic: valued or powerless and compliant?	10
Top Trumps: The Nottingham Trent University Educational Development Edition	9
Commemorating 30 years of ICED: embracing academic development’s rich past, challenging present, and emerging future(s)	9
Grasping at straws with academic development as a novice lecturer	7
Exploring the variation of educational developers’ teaching-related perceptions in higher education	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
The evolution of a cooperative mentoring community: developing research leadership in early career (healthcare) faculty	6
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities	6
Enhancing reflective practice: lessons learned and adjustments in scaffolding critical reflection in peer observation of teaching	6
The disrupting interview: a framework to approach decolonization	6
Trust and ethos in academic development: credibility, identity, and value	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
Belonging as an academic/educational developer: breathing for justice, together	5
The gendered nature of educational development in the United States	5
Group-based journal review: opportunities for researcher development and enjoyment	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
Relational pedagogy in higher education: what might it look like in practice and how do we develop it?	5
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	5
Open networked learning – a course, a community, an approach	4
A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group	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
Small but mighty: a hybrid TILT academic development partnership	4
Beyond academic development as institutional practice: advancing community-led approaches	4
Collaboration and co-authorship in academic development: what should we be considering?	4
Our academic development stories: exploring identities, complexities, and experiences	4
The role of the academic developer as broker in building trust	3
The creative self in the uncanny of complex practice	3
A complexity-informed examination of educational development services of a university’s teaching and learning centre	3
Fences, dancing, and the spaces between academic development	3
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice	3
Bringing educational development to Central and Eastern Europe: reflections on twenty years of supporting teachers	3
Less structure, more purpose	3
‘Accountable to whom, for what, and through what means’: educational developers in the audit culture	3
Measurement and transformation: what, how, and why we measure in academic development research	3
Professional development practices and preferences in Irish Higher Education: insights from a regional survey	3
Examining teacher development programs in higher education: a comparative analysis of traditional and online formats	3
Evaluation in the time of crisis: evidencing value at a centre for teaching and learning during the Covid-19 pandemic	3
The complex transition to academic development: an ecological perspective	3