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International Journal for Academic Development Volume 15, 2010 - Issue 3
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Articles

Influences on academics' approaches to development: voices from below

Karin Crawford School of Health and Social Care, University of Lincoln, Hull, UKCorrespondence[email protected]
Pages 189-202 | Received 15 Dec 2009, Accepted 22 Apr 2010, Published online: 16 Aug 2010

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Victor Ojakorotu & Vincent Chukwukadibia Onwughalu. (2023) The dialectics of insecurity and development in Africa: The role of development partners. African Security Review 32:1, pages 115-129.
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Lin Norton, Sarah Floyd & Bill Norton. (2019) Lecturers’ views of assessment design, marking and feedback in higher education: a case for professionalisation?. Assessment & Evaluation in Higher Education 44:8, pages 1209-1221.
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Mary Omingo. (2019) Lecturers learning to teach: the role of agency. International Journal for Academic Development 24:2, pages 122-134.
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Kathryn Ann Botham. (2018) An analysis of the factors that affect engagement of Higher Education teachers with an institutional professional development scheme. Innovations in Education and Teaching International 55:2, pages 176-189.
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Rob Shaw. (2018) Professionalising teaching in HE: the impact of an institutional fellowship scheme in the UK. Higher Education Research & Development 37:1, pages 145-157.
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Sue Monk & Loraine McKay. (2017) Developing identity and agency as an early career academic: lessons from Alice. International Journal for Academic Development 22:3, pages 223-230.
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Wendy McMillan & Natalie Gordon. (2017) Being and becoming a university teacher. Higher Education Research & Development 36:4, pages 777-790.
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Helena Pedrosa-de-Jesus, Cecília Guerra & Mike Watts. (2017) University teachers’ self-reflection on their academic growth. Professional Development in Education 43:3, pages 454-473.
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Lynley Deaker, Sarah J. Stein & Dorothy Spiller. (2016) You can’t teach me: exploring academic resistance to teaching development. International Journal for Academic Development 21:4, pages 299-311.
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Eva Heinrich. (2015) Identifying teaching groups as a basis for academic development. Higher Education Research & Development 34:5, pages 899-913.
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Janet Gregory & Gilly Salmon. (2013) Professional development for online university teaching. Distance Education 34:3, pages 256-270.
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Sue Saltmarsh, Wendy Sutherland-Smith & Holly Randell-Moon. (2011) ‘Inspired and assisted’, or ‘berated and destroyed’? Research leadership, management and performativity in troubled times. Ethics and Education 6:3, pages 293-306.
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Anna Jones. (2011) Seeing the messiness of academic practice: exploring the work of academics through narrative. International Journal for Academic Development 16:2, pages 109-118.
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Lynn Taylor. (2011) Shining the light on inquiry: diverse goals, conceptual lenses, and methods in academic development scholarship. International Journal for Academic Development 16:2, pages 93-95.
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Articles from other publishers (6)

Susan Van Schalkwyk, Brenda Leibowitz, Nicoline Herman & Jean Farmer. (2015) Reflections on professional learning: Choices, context and culture. Studies in Educational Evaluation 46, pages 4-10.
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Sara Van Waes, Piet Van den Bossche, Nienke M. Moolenaar, Ann Stes & Peter Van Petegem. (2015) Uncovering changes in university teachers’ professional networks during an instructional development program. Studies in Educational Evaluation 46, pages 11-28.
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Bart Rienties & Ian Kinchin. (2014) Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education 39, pages 123-135.
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Angela Brew, David Boud, Lisa Lucas & Karin Crawford. (2012) Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity. Higher Education 66:1, pages 93-104.
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Lin Norton & Tessa Owens. 2013. Cases on Quality Teaching Practices in Higher Education. Cases on Quality Teaching Practices in Higher Education 291 303 .
Brenda Leibowitz, Susan van Schalkwyk, John Ruiters, Jean Farmer & Hanelie Adendorff. (2011) “It’s been a wonderful life”: accounts of the interplay between structure and agency by “good” university teachers. Higher Education 63:3, pages 353-365.
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