Citations (17)
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Linda Evans. (2023) What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development. Oxford Review of Education 0:0, pages 1-17.
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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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Javier Cenamor. (2022) To teach or not to teach? Junior academics and the teaching-research relationship. Higher Education Research & Development 41:5, pages 1417-1435.
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Guy J. Curtis, Christine Slade, Tracey Bretag & Margot McNeill. (2022) Developing and evaluating nationwide expert-delivered academic integrity workshops for the higher education sector in Australia. Higher Education Research & Development 41:3, pages 665-680.
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Shelda Debowski. (2022) Shifting sands: navigating being academic in an evolving sector. Higher Education Research & Development 41:1, pages 7-20.
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Katherine Herbert & Luke van der Laan. (2021) Towards a typology of learning and teaching professional development practice uptake by university academics in Australia. Professional Development in Education 0:0, pages 1-16.
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Sabine Fabriz, Miriam Hansen, Carmen Heckmann, Julia Mordel, Julia Mendzheritskaya, Sebastian Stehle, Lukas Schulze-Vorberg, Immanuel Ulrich & Holger Horz. (2021) How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge. Higher Education Research & Development 40:4, pages 738-752.
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Kerry Shephard, Tracy Rogers & Erik Brogt. (2020) Impacts of engaging in research into teaching and learning on academics’ conceptions of their development as teachers and on the roles of academic developers. International Journal for Academic Development 25:3, pages 205-217.
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Lucy Spowart, Jennie Winter, Rebecca Turner, Penny Burden, Kathryn Ann Botham, Reema Muneer, Hendrik van der Sluis & Isabel Huet. (2019) ‘Left with a title but nothing else’: the challenges of embedding professional recognition schemes for teachers within higher education institutions. Higher Education Research & Development 38:6, pages 1299-1312.
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Kym Fraser, Yoni Ryan, Susan Bolt, Peter Copeman, Caroline Cottman, Marie B. Fisher, Julie Fleming & Ann Luzeckyj. (2019) Contemporary induction to teaching in Australian universities. International Journal for Academic Development 24:3, pages 286-300.
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Colin O’Byrne, Gwynaeth McIntyre, Celia Lie, Sheena Townsend, Benjamin Schonthal & Kerry Shephard. (2018) Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’?. Tertiary Education and Management 24:4, pages 351-361.
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Articles from other publishers (6)
Suzy Houston, Colin Milligan, Alison Nimmo & Alastair Robertson. 2022. Developing Online Teaching in Higher Education. Developing Online Teaching in Higher Education
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Javier Mula-Falcón, Cristina Cruz-González & Katia Caballero. (2021) Los sistemas de evaluación docente y su impacto en el profesorado universitario. Una revisión sistemática. REDU. Revista de Docencia Universitaria 19:2, pages 91-109.
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Jeanette Neden, Helen Cleak & Sheona Thomson. (2020) Towards Agility: Scaffolding Anticipative Education in Social Work. The British Journal of Social Work 50:4, pages 1258-1276.
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Erik Brogt, Kerry Shephard, Bernadette Knewstubb & Tracy Leigh Rogers. 2020. Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
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Namish Mehta, Nilesh Diwakar & Rajeev Arya. (2019) Evaluating comparative performance of Indian engineering educational institutes based on TQM criteria for internal benchmarking. Benchmarking: An International Journal 26:1, pages 221-245.
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Matthew Montebello & Vanessa Camilleri. (2018) Employing Virtual Reality in Academia. International Journal of Information and Education Technology 8:10, pages 736-741.
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