Citations (50)
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Read on this site (24)
Marie Vander Kloet & Caitlin Campisi. (2023) Becoming legitimate academic subjects: Doing meaningful work in research administration. Journal of Higher Education Policy and Management 45:6, pages 658-673.
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Emily O. Gravett, Laurie L. McCarty & Lindsay Bernhagen. (2023) The gendered nature of educational development in the United States. International Journal for Academic Development 0:0, pages 1-14.
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Shenglan Fu & Azzeddine Boudouaia. (2023) Teacher Educators and their Professional Development: Learning from the Past, Looking to the Future. Asia Pacific Journal of Education 0:0, pages 1-4.
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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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Suzanne Le-May Sheffield & Anna Serbati. (2022) Our academic development stories: exploring identities, complexities, and experiences. International Journal for Academic Development 27:4, pages 301-305.
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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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Laura Cruz, Elizabeth Dickens, Anna L. Bostwick Flaming & Lindsay B. Wheeler. (2022) Embracing complexity: an inclusive framework for the scholarship of educational development. International Journal for Academic Development 27:1, pages 45-57.
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Els Van Geyte & Marios Hadjianastasis. (2022) Quality and qualifications: the value of centralised teaching courses for postgraduates who teach. International Journal for Academic Development 27:1, pages 4-16.
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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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Erik Brogt. (2021) Engaging with different professional recognition and development opportunities for academic developers. International Journal for Academic Development 26:4, pages 477-480.
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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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Johan Geertsema & Roeland van der Rijst. (2021) Access and success: rethinking and widening the impact of academic development. International Journal for Academic Development 26:1, pages 1-6.
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Catriona Cunningham & Jennie Mills. (2020) Caged (educational) birds: a hybrid metaphorical enquiry. International Journal for Academic Development 25:4, pages 297-309.
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Karen Gravett, Ian M. Kinchin, Naomi E. Winstone, Kieran Balloo, Marion Heron, Anesa Hosein, Simon Lygo-Baker & Emma Medland. (2020) The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review. Assessment & Evaluation in Higher Education 45:5, pages 651-665.
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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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Emma Dafouz, Kevin Haines & Joanne Pagèze. (2020) Supporting educational developers in the era of internationalised higher education: insights from a European project. International Journal of Bilingual Education and Bilingualism 23:3, pages 326-339.
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Klodiana Kolomitro, Natasha Kenny & Suzanne Le-May Sheffield. (2020) A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education. International Journal for Academic Development 25:1, pages 5-18.
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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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Deandra Little, David A. Green & Colette Hoption. (2018) A lasting impression: the influence of prior disciplines on educational developers’ research. International Journal for Academic Development 23:4, pages 324-338.
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Melanie Skead. (2018) What’s next? Experiences of a formal course for academic developers. Higher Education Research & Development 37:2, pages 390-403.
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Emily O. Gravett. (2017) Tracing a developer’s development: a self-study in teaching. International Journal for Academic Development 22:4, pages 307-318.
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Johan Geertsema. (2016) Academic development, SoTL and educational research. International Journal for Academic Development 21:2, pages 122-134.
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Articles from other publishers (26)
Fiona Denney. (2021) A glass classroom? The experiences and identities of third space women leading educational change in research-intensive universities in the UK. Educational Management Administration & Leadership 51:6, pages 1440-1460.
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Matthias Kraut, Marianne Merkt & Jennifer Preiß. (2023) Die Professionalisierung hochschuldidaktisch Tätiger – eine empirische UntersuchungProfessionalization of academic developers—an empirical study. Zeitschrift für Weiterbildungsforschung 46:1, pages 103-119.
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Ian Kinchin, Kieran Balloo, Laura Barnett, Karen Gravett, Marion Heron, Anesa Hosein, Simon Lygo-Baker, Emma Medland, Naomi Winstone & Nadya Yakovchuk. (2023) Poems and pedagogic frailty: uncovering the affective within teacher development through collective biography. Arts and Humanities in Higher Education, pages 147402222211474.
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Jennifer Keys & Abiódún “G-P” Gòkè-Pariolá. 2023. The Palgrave Handbook of Academic Professional Development Centers. The Palgrave Handbook of Academic Professional Development Centers
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Amaury Daele. (2021) Se définir pour définir son métier : quelques éléments pour comprendre la construction de l’identité professionnelle des ingénieurs et conseillers pédagogiques dans l’enseignement supérieur. Distances et médiations des savoirs:36.
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Johan Geertsema. (2021) Faculty development in the context of a research-intensive university. Hungarian Educational Research Journal 11:3, pages 230-245.
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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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Kathryn Janet Meldrum & Kristi Giselsson. 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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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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Davinia Sánchez-García & Emma Dafouz. 2020. Teacher Training for English-Medium Instruction in Higher Education. Teacher Training for English-Medium Instruction in Higher Education
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Kathryn M. Plank. (2019) Intersections of Identity and Power in Educational Development. New Directions for Teaching and Learning 2019:159, pages 85-96.
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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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Alison Cook‐Sather, Srikripa Krishna Prasad, Elizabeth Marquis & Anita Ntem. (2019) Mobilizing a Culture Shift on Campus: Underrepresented Students as Educational Developers. New Directions for Teaching and Learning 2019:159, pages 21-30.
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Mandy McGrew & Michele DiPietro. (2019) Understanding Identity: An Ecological Systems Approach. New Directions for Teaching and Learning 2019:159, pages 11-20.
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Emily O. Gravett & Lindsay Bernhagen. (2019) Editors' Notes. New Directions for Teaching and Learning 2019:159, pages 7-9.
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Nancy S. Niemi & Sarah L. Schwarz. (2019) The Gender of Innovation: The Ascendancy of Assessment and Technologies in Educational Development. New Directions for Teaching and Learning 2019:158, pages 69-81.
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Deandra Little, David A. Green & Peter Felten. (2019) Identity, Intersectionality, and Educational Development. New Directions for Teaching and Learning 2019:158, pages 11-23.
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Suzanne Le-May Sheffield, Jill Marie McSweeney & Susan Joudrey. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education
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Jackie Potter. 2019. The Positioning and Making of Female Professors. The Positioning and Making of Female Professors
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Kristin J. Rudenga & Emily O. Gravett. (2019) Impostor Phenomenon in Educational Developers. To Improve the Academy 38:1, pages 1-17.
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Suzanne Le-May Sheffield, Jill Marie McSweeney & Susan Joudrey. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education
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Suzanne Le-May Sheffield, Jill Marie McSweeney & Susan Joudrey. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education
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Suzanne Le-May Sheffield, Jill Marie McSweeney & Susan Joudrey. 2017. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education
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Peter Felten & Nancy Chick. (2018) Is SoTL a Signature Pedagogy of Educational Development?. To Improve the Academy 37:1, pages 4-16.
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David A. Green & Deandra Little. (2017) On the Other Side of the Wall: The Miscategorization of Educational Developers in the United States?. To Improve the Academy 36:2, pages 77-88.
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Lindsay Bernhagen & Emily Gravett. (2017) Educational Development as Pink Collar Labor: Implications and Recommendations. To Improve the Academy 36:1, pages 9-19.
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