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Virve Pekkarinen, Laura Hirsto & Anne Nevgi. (2023) Emotions and social reflection in being and developing as a university teacher. Cogent Education 10:1.
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Ngoc Nhu Nguyen (Ruby). (2023) How do university lecturers learn to teach with film? Formal and informal academic development. Educational Media International 60:1, pages 14-30.
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Gerardo Petruzziello, Marco Giovanni Mariani, Dina Guglielmi, Beatrice I. J. M. van der Heijden, Jeroen P. de Jong & Rita Chiesa. (2023) The role of teaching staff in fostering perceived employability of university students. Studies in Higher Education 48:1, pages 20-36.
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Sally Patfield, Jennifer Gore, Elena Prieto, Leanne Fray & Kristina Sincock. (2022) Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice. International Journal for Academic Development 0:0, pages 1-16.
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Annette Bradford, Seonmin Park & Howard Brown. (2022) Professional development in English-medium instruction: faculty attitudes in South Korea and Japan. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Rita Koris & Sabine McKinnon. (2022) No time to wait in a crisis: Developing an informal approach to academic development through international online conversations. International Journal for Academic Development 27:2, pages 121-134.
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Deesha Chadha. (2021) Continual professional development for science lecturers: using professional capital to explore lessons for academic development. Professional Development in Education 0:0, pages 1-16.
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Samson Mgaiwa & Orestes Kapinga. (2021) Mentorship of early career academics in Tanzania: issues and implications for the next generation of academics. Higher Education Pedagogies 6:1, pages 114-134.
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Richard Ouma. (2021) Beyond “carrots” and “sticks” of on-line learning during the COVID-19 pandemic: A Case of Uganda Martyrs University. Cogent Education 8:1.
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Cormac McGrath. (2020) Academic developers as brokers of change: insights from a research project on change practice and agency. International Journal for Academic Development 25:2, pages 94-106.
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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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Ach. Rasyad, Bambang Budi Wiyono, Zulkarnain & Sucipto. (2019) The determinant factors that influence results of gradual training of early childhood education teachers based on the program evaluation in Indonesia. Cogent Education 6:1.
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Esther E. van Dijk, Johan Geertsema, Marieke F. van der Schaaf, Jan van Tartwijk & Manon Kluijtmans. (2022) Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge. Higher Education 86:4, pages 969-984.
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Anne Haarala-Muhonen, Liisa Myyry, Eeva Pyörälä, Veera Kallunki, Henrika Anttila, Nina Katajavuori, Päivi Kinnunen & Tarja Tuononen. (2023) The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools. Frontiers in Education 8.
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Daniela Bruna, María Victoria Pérez, Claudio Bustos & Verónica Villarroel. (2023) The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices. Frontiers in Education 8.
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Liisa Myyry, Veera Kallunki, Nina Katajavuori, Saara Repo, Tarja Tuononen, Henrika Anttila, Päivi Kinnunen, Anne Haarala-Muhonen & Eeva Pyörälä. (2022) COVID-19 Accelerating Academic Teachers’ Digital Competence in Distance Teaching. Frontiers in Education 7.
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