Citations (41)
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N. Godbold, K. E. Matthews & D. Gannaway. (2023) Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas. International Journal for Academic Development 28:4, pages 439-450.
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Kyle T. Fassett, Stephen C. Hiller, Allison BrckaLorenz & Thomas F. Nelson Laird. (2023) Teaching Development Opportunities & Faculty Practice at Four-Year Institutions. College Teaching 71:3, pages 165-175.
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James Garraway, Xena Cupido, Hanlie Dippenaar, Vuyokazi Mntuyedwa, Ngizimisele Ndlovu, Anthea Pinto & Janet Purcell van Graan. (2023) The Change Laboratory as an approach to harnessing conversation for academic development. International Journal for Academic Development 28:3, pages 362-377.
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Rita Koris & Sabine McKinnon. (2023) The power of international online conversations: higher education teachers’ reflections on their impact on academic development. International Journal for Academic Development 28:3, pages 348-361.
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C. Van Wyk & G.J. Van Zyl. (2023) The roles of the academic in health sciences: where to start from a faculty development perspective. Professional Development in Education 49:2, pages 387-397.
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Anna K. Wood, Hazel Christie, Jill R. D. MacKay & George Kinnear. (2022) Using data about classroom practices to stimulate significant conversations and aid reflection. International Journal for Academic Development 0:0, pages 1-14.
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K. Lynn Taylor, Natasha A. Kenny, Ellen Perrault & Robin A. Mueller. (2022) Building integrated networks to develop teaching and learning: the critical role of hubs. International Journal for Academic Development 27:3, pages 279-291.
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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. (2022) Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team. Teaching in Higher Education 0:0, pages 1-17.
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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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Nokukhanya Ndlovu, Vusi Msiza & Nosipho Mbatha. (2021) Room32: an academic oasis for our informal conversations to enhance teaching and learning. International Journal for Academic Development 26:3, pages 378-382.
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Muireann O’Keeffe, Martina Crehan, Morag Munro, Anna Logan, Ann Marie Farrell, Eric Clarke, Michelle Flood, Monica Ward, Tatiana Andreeva, Chris Van Egeraat, Frances Heaney, Declan Curran & Eric Clinton. (2021) Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning. International Journal for Academic Development 26:3, pages 266-278.
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Triinu Soomere & Mari Karm. (2021) PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning. International Journal for Academic Development 26:3, pages 252-265.
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Eszter Simon & Gabriela Pleschová. (2021) PhD students, significant others, and pedagogical conversations. The importance of trusting relationships for academic development. International Journal for Academic Development 26:3, pages 279-291.
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Helga Dorner & Jelena Belic. (2021) From an individual to an institution: observations about the evolutionary nature of conversations. International Journal for Academic Development 26:3, pages 210-223.
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Kate Eileen Thomson & Simon Barrie. (2021) Conversations as a source of professional learning: exploring the dynamics of camaraderie and common ground amongst university teachers. International Journal for Academic Development 26:3, pages 320-334.
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Deesha Chadha. (2021) Over a nice, hot cup of tea! Reflecting on the conditions for meaningful, informal conversations between academic developers and novice academics. International Journal for Academic Development 26:3, pages 373-377.
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Namrata Rao & Anesa Hosein. (2020) Towards a more active, embedded and professional approach to the internationalisation of academia. International Journal for Academic Development 25:4, pages 375-378.
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Michaela J. Harrison, C. Davies, H. Bell, C. Goodley, S. Fox & B. Downing. (2020) (Un)teaching the ‘datafied student subject’: perspectives from an education-based masters in an English university. Teaching in Higher Education 25:4, pages 401-417.
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Naomi Winstone & David Boud. (2019) Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research & Development 38:2, pages 411-425.
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Ruth Pilkington. (2019) Investigating the use of ‘professional dialogues’ when assessing academic practice: revealing learning, managing process, and enabling judgements. International Journal for Academic Development 24:1, pages 47-60.
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Troy A. Heffernan & Amanda Heffernan. (2019) The academic exodus: the role of institutional support in academics leaving universities and the academy. Professional Development in Education 45:1, pages 102-113.
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Ciaran Sugrue, Tomas Englund, Tone Dyrdal Solbrekke & Trine Fossland. (2018) Trends in the practices of academic developers: trajectories of higher education?. Studies in Higher Education 43:12, pages 2336-2353.
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Nicola Reimann & Linda Allin. (2018) Engaging the wider academic community in a postgraduate certificate in academic practice: the issue of standards. International Journal for Academic Development 23:4, pages 286-297.
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Kate Eileen Thomson & Keith Randal Trigwell. (2018) The role of informal conversations in developing university teaching?. Studies in Higher Education 43:9, pages 1536-1547.
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Amani Bell & Kate Thomson. (2018) Supporting peer observation of teaching: Collegiality, conversations, and autonomy. Innovations in Education and Teaching International 55:3, pages 276-284.
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Velda McCune. (2018) Experienced academics’ pedagogical development in higher education: time, technologies, and conversations. Oxford Review of Education 44:3, pages 307-321.
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Antonia M. Lamers & Wilfried F. Admiraal. (2018) Moving out of their comfort zones: enhancing teaching practice in transnational education. International Journal for Academic Development 23:2, pages 110-122.
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Nicola Reimann. (2018) Learning about assessment: the impact of two courses for higher education staff. International Journal for Academic Development 23:2, pages 86-97.
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Loraine McKay & Sue Monk. (2017) Early career academics learning the game in Whackademia. Higher Education Research & Development 36:6, pages 1251-1263.
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Coralie McCormack, John Gilchrist, Eleanor Hancock, Jesmin Islam, Robert Kennelly, Maria Northcote & Kate Thomson. (2017) The alchemy of facilitation revealed through individual stories and collective narrative. Reflective Practice 18:1, pages 42-54.
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Katarina Mårtensson. 2023. Faculty Peer Group Mentoring in Higher Education. Faculty Peer Group Mentoring in Higher Education
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Iro Konstantinou & Elizabeth Miller. (2022) Collegiality, emotional labour and compassion in the academy: an autoethnographic study of Covid-19. Qualitative Research Journal 22:4, pages 593-605.
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Jörg Jörissen. 2021. Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung. Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung
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Antoine Lecat, Yvonne Spaltman, Simon Beausaert, Isabel Raemdonck & Eva Kyndt. (2020) Two decennia of research on teachers’ informal learning: A literature review on definitions and measures. Educational Research Review 30, pages 100324.
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Barbora Nekardová. (2020) University Teachers and Their Reflections on Their Pedagogical Development. Lifelong Learning 10:2, pages 209-229.
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Rune Johan Krumsvik, Lise Øen Jones, Kjartan Leer-Salvesen, Kjetil Laurits Høydal & Fredrik Mørk Røkenes. (2019) Face-to-face and remote teaching in a doctoraleducation course. Uniped 42:2, pages 194-214.
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Sabine Lauer & Uwe Wilkesmann. (2019) How the institutional environment affects collegial exchange about teaching at German research universities: findings from a nationwide survey. Tertiary Education and Management 25:2, pages 131-144.
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Natasha Arthars, Mollie Dollinger, Lorenzo Vigentini, Danny Y.-T. Liu, Elsuida Kondo & Deborah M. King. 2019. Utilizing Learning Analytics to Support Study Success. Utilizing Learning Analytics to Support Study Success
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Sadie Geraghty & Kim Oliver. (2018) In the shadow of the ivory tower: Experiences of midwives and nurses undertaking PhDs. Nurse Education Today 65, pages 36-40.
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Sara Van Waes, Sven De Maeyer, Nienke M. Moolenaar, Peter Van Petegem & Piet Van den Bossche. (2018) Strengthening networks: A social network intervention among higher education teachers. Learning and Instruction 53, pages 34-49.
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Ly Thi Tran & Truc Thi Thanh LeLy Thi Tran & Truc Thi Thanh Le. 2018. Teacher Professional Learning in International Education. Teacher Professional Learning in International Education
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