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 2021-04-01 to 2025-04-01.)

Article	Citations
The challenge of academic freedom at post-Soviet universities: pursuing critical inquiry through transformative academic development	44
Thanks to IJAD peer reviewers	35
Scaffolding trust to advance inclusive teaching through UDL: a model for academic development	19
Reflections on building trust with groups engaged in curriculum review	13
Clinical education vs academic development	12
Public relations as part of the work of academic developers: a vignette on our role at a Japanese university	12
This tale of ours: Pakistani academics’ challenges, struggles, and becoming	11
Mentoring in Saudi higher education: considering the role of culture in academic development	11
Thanks to IJAD Peer Reviewers 2023	10
Students as partners within a centre for teaching and learning: a qualitative analysis of challenges and benefits	10
On holistic academic development in a pandemic (in verse)	10
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	9
An identity-agency perspective on overseas academic development of Thai university English teachers	9
Significant conversations at the intersection of co-teaching and student-faculty partnership	8
Interior Design as an Analogy for Academic Development	8
Creating reflective space for teachers in higher education: the use of story completion	8
Academic thriving and online course design: a conceptual model	8
Why formulate a research team?	8
Reconceptualising the effectiveness of academic development work: moving beyond the impact–value dichotomy	7
Fostering research culture through virtual community learning towards academic development	7
Advancing academic development: a strategic, integrated model for recognition, professional development, and community-building	6
Academic developers’ professional identity: a thematic review of the literature	6
Uncovering the emotional dimension of developing teaching practice through uncertainty: a multimodal methodology	6
Beyond academic development as institutional practice: advancing community-led approaches	6
From content-centered logic to student-centered logic: can peer observation shift how faculty think about their teaching?	6

Belonging as an academic/educational developer: breathing for justice, together	6
Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community	5
A community-based practice for the co-development of women academic leaders	5
Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development	5
How to write a lot: a practical guide to productive academic writing	5
Review of relationship-rich education. How human connections drive success in college	5
University teachers’ professional learning for academic development: Q methodology research	5
Malaysia: targeted academic development needed	5
Over a nice, hot cup of tea! Reflecting on the conditions for meaningful, informal conversations between academic developers and novice academics	4
Exploring mentors’ perceptions of the benefits and challenges of mentoring in a constellation model	4
Distributed leadership and peer review: a MOOC exemplar	4
What university teachers need to know - perceptions of course content in higher education pedagogical courses	4
‘They stare back at me, or down at the floor’: towards intercultural academic development	4
Significant conversations, significant others: intimate dialogues about teaching statistics	4
Room32: an academic oasis for our informal conversations to enhance teaching and learning	4
Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project	4
Open networked learning – a course, a community, an approach	4
Academic developers’ perceptions of support for sessional staff in Australia	4
Learning and developing during lesson study through professional conversations	4
Parallels between philosophy and academic development: under-labourers, critics, or leaders?	4
Engineering students trust teachers who ask, listen, and respond	4
From scientist to academic developer: a story	4
Our academic development stories: exploring identities, complexities, and experiences	3
Embracing liminality: academic development for early career academics within a community of practice	3
Collaboration and co-authorship in academic development: what should we be considering?	3
A narrative review of interdisciplinary teaching and learning scholarship: closing the gap between theory and practice	3
Coping strategies during faculty transitions: lessons learned from teaching an introductory happiness, positivity, and wellbeing course	3
A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group	3
Looking at faculty writing groups from within: some insights for their sustainability and future implementations	3
How facilitated multi-source feedback constructs new conversations about teaching: a positioning theory study	3