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Gary Beauchamp, Sammy Chapman, Angelica Risquez, Susan Becaas, Cheryl Ellis, Michaël Empsen, Fiona Farr, Laüra Hoskins, Wouter Hustinx, Liam Murray, Steven Palmaers, Sinead Spain, Natalia Timus, Melanie White, Shona Whyte & Nick Young. (2024) Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team. Teaching in Higher Education 29:4, pages 1075-1091.
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Vikki Hill, Susan Orr & Emily Salines. (2024) Making meaning: An investigation into staff’s relational experience of academic development in an applied arts assessment context. International Journal for Academic Development 29:1, pages 101-113.
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Emma Dore & Adair Richards. (2024) Empowering early career academics to overcome low confidence. International Journal for Academic Development 29:1, pages 75-87.
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Shenglan Fu & Azzeddine Boudouaia. (2024) Teacher Educators and their Professional Development: Learning from the Past, Looking to the Future. Asia Pacific Journal of Education 44:1, pages 190-193.
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Katherine Herbert, Luke van der Laan & P. A. Danaher. (2023) Towards an Australian regional university professional development typology: a qualitative exploration of the academic voice. International Journal for Academic Development 0:0, pages 1-17.
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Trine Fossland & Ragnhild Sandvoll. (2023) Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents. International Journal for Academic Development 28:3, pages 305-318.
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Ester Fremstad & Kristin Ewins. (2023) The critical-constructive potential of academic development: a case study. Studies in Higher Education 48:7, pages 1097-1110.
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Warren J. Code, Ashley J. Welsh & E. Jane Maxwell. (2023) A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education. International Journal for Academic Development 0:0, pages 1-14.
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Vivien McComb & Narelle Eather. (2023) Academic developers’ perceptions of support for sessional staff in Australia. International Journal for Academic Development 28:2, pages 124-136.
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Tseen Khoo. (2023) Creating spaces to develop research culture. International Journal for Academic Development 28:2, pages 217-229.
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Kiruthika Ragupathi. (2022) Desired characteristics of continuing professional development for holistic academic development. International Journal for Academic Development 27:4, pages 372-385.
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Lill Langelotz & Kathleen Mahon. (2022) Risk for professional learning when the academic community is forced online?. Studies in Continuing Education 44:2, pages 284-299.
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Deandra Little & David A. Green. (2022) Credibility in educational development: trustworthiness, expertise, and identification. Higher Education Research & Development 41:3, pages 804-819.
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Adrian Lundberg & Martin Stigmar. (2022) Deliberative academic development with university teachers in times of crisis. International Journal for Academic Development 27:2, pages 163-175.
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Sarah O’Toole, Ide O’Sullivan, Emma O’Brien & Laura Costelloe. (2022) From nice to know to “newfound popularity”: academic developers’ perceptions of how COVID-19 has changed their role. International Journal for Academic Development 27:2, pages 207-211.
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Richard Watermeyer, Tom Crick & Cathryn Knight. (2022) Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities. International Journal for Academic Development 27:2, pages 148-162.
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Debora Gottardello & Solmaz Filiz Karabag. (2022) Ideal and actual roles of university professors in academic integrity management: a comparative study. Studies in Higher Education 47:3, pages 526-544.
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Fiona O’Riordan, Íde O’Sullivan, Mary Fitzpatrick, Margaret Keane, Claire McAvinia & Angelica Risquez. (2022) Structured professional development for academic developers: A collaborative approach. Innovations in Education and Teaching International 59:1, pages 4-14.
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Johan Geertsema & Mark Gan Joo Seng. (2021) Strategic academic development in Asia: embracing a ‘layered’ approach to ‘wicked problems’. International Journal for Academic Development 26:4, pages 389-404.
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Katarina Mårtensson & Torgny Roxå. (2021) Academic developers developing: aspects of an expanding lifeworld. International Journal for Academic Development 26:4, pages 405-417.
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Iain D. Cross & Alina Congreve. (2021) Teaching (super) wicked problems: authentic learning about climate change. Journal of Geography in Higher Education 45:4, pages 491-516.
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Andrea S. Webb & Ashley J. Welsh. (2021) Serendipitous conversations: the 10-year journey in becoming SoTL scholars and educators. International Journal for Academic Development 0:0, pages 1-14.
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Suzanne Le-May Sheffield & Julie A. Timmermans. (2021) Creating a collaborative community spirit for the future of academic development. International Journal for Academic Development 26:2, pages 117-120.
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Cally Guerin. (2021) Researcher developers traversing the borderlands: credibility and pedagogy in the third space. Teaching in Higher Education 26:3, pages 518-524.
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Tracy X. P. Zou & Johan Geertsema. (2020) Do academic developers’ conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore. Higher Education Research & Development 39:3, pages 606-620.
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Ester Fremstad, Andreas Bergh, Tone Dyrdal Solbrekke & Trine Fossland. (2020) Deliberative academic development: the potential and challenge of agency. International Journal for Academic Development 25:2, pages 107-120.
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Claire Aitchison, Rowena Harper, Negin Mirriahi & Cally Guerin. (2020) Tensions for educational developers in the digital university: developing the person, developing the product. Higher Education Research & Development 39:2, pages 171-184.
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Molly Sutphen, Tone Dyrdal Solbrekke & Ciaran Sugrue. (2019) Toward articulating an academic praxis by interrogating university strategic plans. Studies in Higher Education 44:8, pages 1400-1412.
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Malcolm Tight. (2019) Systematic reviews and meta-analyses of higher education research. European Journal of Higher Education 9:2, pages 133-152.
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Chng Huang Hoon, Joy Mighty, Torgny Roxå, Mary Deane Sorcinelli & Michele DiPietro. (2019) ‘The danger of a single story:’ a reflection on institutional change, voices, identities, power, and outcomes. International Journal for Academic Development 24:2, pages 97-108.
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Kathryn A. Sutherland. (2018) Holistic academic development: Is it time to think more broadly about the academic development project?. International Journal for Academic Development 23:4, pages 261-273.
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Ian Kinchin, Marion Heron, Anesa Hosein, Simon Lygo-Baker, Emma Medland, Dawn Morley & Naomi Winstone. (2018) Researcher-led academic development. International Journal for Academic Development 23:4, pages 339-354.
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Zsófia Zsuzsanna Frányó & Helga Dorner. How to change and what to change? – Exploring university teachers’ conceptions of adaptive expertise in teaching. Innovations in Education and Teaching International 0:0, pages 1-15.
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J. Pareigis, M. Kvarnström, B. Cefa, J. Y. H. Bai, O. Zawacki-Richter, L. Uhlin, N. Jakobsson & G. Theilmeier. Open networked learning – a course, a community, an approach. International Journal for Academic Development 0:0, pages 1-16.
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Breana Bayraktar. Finding community through an academic development collective: overcoming constraints through strategic collaboration. International Journal for Academic Development 0:0, pages 1-14.
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Iris Borch, Ragnhild Sandvoll & Torgny Roxå. Academic developers’ roles and responsibilities in strengthening student evaluation of teaching for educational enhancement. Higher Education Research & Development 0:0, pages 1-15.
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Catherine Hayes. 2024. Inquiries of Pedagogical Shifts and Critical Mindsets Among Educators. Inquiries of Pedagogical Shifts and Critical Mindsets Among Educators
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Sandris Zeivots, Andrew Cram & Dewa Wardak. (2023) Developing Project Management Principles by Examining Codesign Practices in Innovative Contexts. Project Management Journal 54:6, pages 651-664.
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Siew Ping Han, Muhammad Raihan Jumat & Jennifer Anne Cleland. (2023) Interprofessional collaboration (or lack thereof) between faculty and learning technologists in the creation of digital learning. BMC Medical Education 23:1.
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Florence Martin, Yan Chen, Beth Oyarzun & Mark Lee. (2021) Learning and development roles and competency domains in higher education: a content analysis of job announcements. Journal of Computing in Higher Education 34:2, pages 297-320.
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Lise Toft Henriksen & Lea Stær Eskesen. (2021) When the work of academic developers branches out: Considering trade-offs as an inherent part of practice. Hungarian Educational Research Journal 11:3, pages 274-282.
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Rie Troelsen. (2021) How to operationalise holistic academic development – The case of a Danish center for teaching and learning. Hungarian Educational Research Journal 11:3, pages 254-261.
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Kari Smith, Katja Hakel & Kristin Skjeldestad. (2020) Universitetslektorer – en neglisjert profesjonsgruppe?. Uniped 43:4, pages 280-297.
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Tom Parkinson, Kevin McDonald & Kathleen M. Quinlan. (2019) Reconceptualising academic development as community development: lessons from working with Syrian academics in exile. Higher Education 79:2, pages 183-201.
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Adam Matthews. (2019) Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory. Postdigital Science and Education 1:2, pages 413-426.
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Andreas Broscheid. (2019) Educational Development Between Faculty and Administration. New Directions for Teaching and Learning 2019:159, pages 45-54.
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Laurie L. Grupp & Deandra Little. (2019) Finding a Fulcrum: Positioning Ourselves to Leverage Change. To Improve the Academy 38:1, pages 95-110.
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Tone Dyrdal Solbrekke & Ester Fremstad. (2018) Universitets- og høgskolepedagogers profesjonelleansvar. Uniped 41:3, pages 229-245.
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Bjørn Stensaker. (2018) Universitets- og høyskolepedagogikk i lys avhistoriske og internasjonale utviklingstrekk. Uniped 41:3, pages 206-216.
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Kirsten Hofgaard Lycke & Gunnar Handal. (2018) Kurs i universitetspedagogikk. Uniped 41:3, pages 189-205.
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