Citations (18)
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Jessica Raffoul, Allyson Skene, Laura Chittle & Arief Kartolo. (2023) ‘Accountable to whom, for what, and through what means’: educational developers in the audit culture. International Journal for Academic Development 28:3, pages 258-271.
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Karen Gravett & David Carless. (2023) Feedback literacy-as-event: relationality, space and temporality in feedback encounters. Assessment & Evaluation in Higher Education 0:0, pages 1-12.
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Qi Wu & Tansy Jessop. (2018) Formative assessment: missing in action in both research-intensive and teaching focused universities?. Assessment & Evaluation in Higher Education 43:7, pages 1019-1031.
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Torgny Roxå & Katarina Mårtensson. (2017) Agency and structure in academic development practices: are we liberating academic teachers or are we part of a machinery supressing them?. International Journal for Academic Development 22:2, pages 95-105.
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Kirsten Sadler, Mark Selkrig & Catherine Manathunga. (2017) Teaching is … opening up spaces to explore academic work in fluid and volatile times. Higher Education Research & Development 36:1, pages 171-186.
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Celia Popovic & Elaine Fisher. (2016) Reflections on a professional development course for educational developers. Innovations in Education and Teaching International 53:5, pages 487-496.
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Sherran Clarence. (2016) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics. Teaching in Higher Education 21:2, pages 123-137.
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Deesha Chadha & Hiroaki Sato. (2015) Knowing me, knowing you: UK and Japanese academic developer identities at two research-intensive institutions. International Journal for Academic Development 20:3, pages 266-278.
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Articles from other publishers (10)
Robin Attas, Lauren Anstey, Lindsay Brant & Karalyn McRae. (2023) Infusion rather than isolation: Integrating principles of equity, diversity, inclusion, decolonization, and Indigenization in toolkits for remote instruction during the COVID-19 pandemic. To Improve the Academy: A Journal of Educational Development 42:1.
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Johan Geertsema. (2021) Faculty development in the context of a research-intensive university. Hungarian Educational Research Journal 11:3, pages 230-245.
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David Jeffery & David Johnson. (2019) Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa. Research in Comparative and International Education 14:3, pages 376-393.
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