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 2022-06-01 to 2026-06-01.)

Article	Citations
Malaysia: targeted academic development needed	35
Advancing academic development: a strategic, integrated model for recognition, professional development, and community-building	25
University teachers’ professional learning for academic development: Q methodology research	16
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education	13
A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education	13
The importance of multiple pathways for engagement: a longitudinal study of educators going public with educational development	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	11
Educational design patterns for academic developers	10
Engineering students trust teachers who ask, listen, and respond	10
Grasping at straws with academic development as a novice lecturer	8
Top Trumps: The Nottingham Trent University Educational Development Edition	8
Commemorating 30 years of ICED: embracing academic development’s rich past, challenging present, and emerging future(s)	8
The disrupting interview: a framework to approach decolonization	7
Introducing brief mindfulness practices to mitigate faculty burnout in the post-COVID era	7
Exploring the variation of educational developers’ teaching-related perceptions in higher education	7
Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities	7
Enhancing reflective practice: lessons learned and adjustments in scaffolding critical reflection in peer observation of teaching	7
Analogies as an overlooked tool for fostering students’ higher-order thinking: insights from graduate teaching assistant training	7
The evolution of a cooperative mentoring community: developing research leadership in early career (healthcare) faculty	7
Off the side of the desk: equity work in Canadian teaching and learning centres	6
Thanks to IJAD peer reviewers	6
Teachers’ approaches to interdisciplinary teaching and learning initiatives in disciplinary programmes: a scoping review	6
Community-led approaches to the academic development of pracademics in universities: evidence from Ghana	6
Trust and ethos in academic development: credibility, identity, and value	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
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
Belonging as an academic/educational developer: breathing for justice, together	5
Beyond academic development as institutional practice: advancing community-led approaches	5
Scaffolding trust to advance inclusive teaching through UDL: a model for academic development	5
Beyond sharing good practice: exploring academic developers’ use of teacher-generated artefacts	5
An identity-agency perspective on overseas academic development of Thai university English teachers	5
Collaboration and co-authorship in academic development: what should we be considering?	4
Impacts of three discipline-specific fora for discussing teaching and learning	4
Examining teacher development programs in higher education: a comparative analysis of traditional and online formats	4
The role of educational innovation projects and academic developers in the development of educational leadership	4
Enacting distributed leadership for educational transformation: a seven-year study of academic development in higher education	4
Open networked learning – a course, a community, an approach	4
Our academic development stories: exploring identities, complexities, and experiences	4
Bringing educational development to Central and Eastern Europe: reflections on twenty years of supporting teachers	4
Small but mighty: a hybrid TILT academic development partnership	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
The creative self in the uncanny of complex practice	4
A complexity-informed examination of educational development services of a university’s teaching and learning centre	4
Less structure, more purpose	3
Measurement and transformation: what, how, and why we measure in academic development research	3
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice	3
The long-term effects of educational development programmes: collaboration, trust and leadership	3
Advocating for accessibility: the gap in the academic development community	3
A taught approach to personal tutoring	3
The complex transition to academic development: an ecological perspective	3
The role of the academic developer as broker in building trust	3
Entangled in context: addressing academic development and choice architecture	3
‘Capturing moments’ and ‘creating opportunities’: applications of the writerly peer observation framework	3
A guide to career development and work-life dynamics	3
Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development	3
Fences, dancing, and the spaces between academic development	3
Exploring ways to support university teachers’ identity and agency in uncertain times: a literature review adopting Illeris’ workplace learning framework	3
A consortial community for VITAL faculty: fostering community, sense of belonging, & teaching excellence	3
Holistic academic development and academic identity in the liminal postdoctoral zone	3
Supporting academic development during curriculum change: a co-operative inquiry of identity and engagement	3
Relationality, belonging, and inclusion in academic development	3