Citations (46)
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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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Eamon Costello, Steve Welsh, Prajakta Girme, Fiona Concannon, Tom Farrelly & Clare Thompson. (2023) Who cares about learning design? Near future superheroes and villains of an educational ethics of care. Learning, Media and Technology 48:3, pages 460-475.
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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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Trine Fossland & Ragnhild Sandvoll. (2023) Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents. International Journal for Academic Development 28:3, pages 305-318.
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Ester Fremstad & Kristin Ewins. (2023) The critical-constructive potential of academic development: a case study. Studies in Higher Education 48:7, pages 1097-1110.
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Allyson Skene, Laura Winer & Erika Kustra. (2022) Clouds in the silver lining of learning analytics: ethical tensions for Educational Developers. International Journal for Academic Development 0:0, pages 1-13.
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Francine Warren. (2022) Diffracting peer observation: talking about differences, not looking for perfection. International Journal for Academic Development 27:3, pages 292-296.
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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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Martin Compton & Alison Gilmour. (2022) Walking the tightrope: enabling mindset and practice transformation at scale through compassionate academic development. International Journal for Academic Development 27:2, pages 203-206.
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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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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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Susannah McGowan & Peter Felten. (2021) On the necessity of hope in academic development. International Journal for Academic Development 26:4, pages 473-476.
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Colin Loughlin, Simon Lygo-Baker & Åsa Lindberg-Sand. (2021) Reclaiming constructive alignment. European Journal of Higher Education 11:2, pages 119-136.
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Bernard Lisewski. (2021) Teaching and Learning Regimes: an educational developer’s perspective within a university’s top-down education policy and its practice architectures. International Journal for Academic Development 26:2, pages 176-189.
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Lynnette Matthews & Kerry Dobbins. (2021) The impact of engaging with a higher education institution’s continuing professional development scheme: the assessors’ perspectives. International Journal for Academic Development 26:1, pages 41-53.
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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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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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Ester Fremstad, Andreas Bergh, Tone Dyrdal Solbrekke & Trine Fossland. (2020) Deliberative academic development: the potential and challenge of agency. International Journal for Academic Development 25:2, pages 107-120.
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Mark Thorley. (2020) Failing to learn and learning to fail – exemplars of practice from the creative industries. International Journal for Academic Development 25:1, pages 71-82.
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Jennifer Boman & Michelle Yeo. (2020) Exploring and learning from failure in facilitation. International Journal for Academic Development 25:1, pages 19-30.
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Kelly E. Matthews, Lucy Mercer-Mapstone, Sam Lucie Dvorakova, Anita Acai, Alison Cook-Sather, Peter Felten, Mick Healey, Ruth L. Healey & Elizabeth Marquis. (2019) Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development. International Journal for Academic Development 24:3, pages 246-259.
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Gunnlaugur Magnússon & Johannes Rytzler. (2019) Approaching higher education with Didaktik: university teaching for intellectual emancipation. European Journal of Higher Education 9:2, pages 190-202.
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Chng Huang Hoon, Joy Mighty, Torgny Roxå, Mary Deane Sorcinelli & Michele DiPietro. (2019) ‘The danger of a single story:’ a reflection on institutional change, voices, identities, power, and outcomes. International Journal for Academic Development 24:2, pages 97-108.
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Peter Felten, Sophia Abbot, Jordan Kirkwood, Aaron Long, Tanya Lubicz-Nawrocka, Lucy Mercer-Mapstone & Roselynn Verwoord. (2019) Reimagining the place of students in academic development. International Journal for Academic Development 24:2, pages 192-203.
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Teguh Wijaya Mulya. (2019) Contesting the neoliberalisation of higher education through student–faculty partnership. International Journal for Academic Development 24:1, pages 86-90.
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Jeanette M Fyffe. (2018) Getting comfortable with being uncomfortable: a narrative account of becoming an academic developer. International Journal for Academic Development 23:4, pages 355-366.
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Claire Englund & Linda Price. (2018) Facilitating agency: the change laboratory as an intervention for collaborative sustainable development in higher education. International Journal for Academic Development 23:3, pages 192-205.
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Angela T. Ragusa & Andrea Crampton. (2018) Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments. Rural Society 27:2, pages 125-142.
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Claire Stocks, Chris Trevitt & Joseph Hughes. (2018) Exploring action learning for academic development in research intensive settings. Innovations in Education and Teaching International 55:2, pages 123-132.
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Jessie L. Moore & Peter Felten. (2018) Academic development in support of mentored undergraduate research and inquiry. International Journal for Academic Development 23:1, pages 1-5.
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Articles from other publishers (16)
Peter Felten & Johan Geertsema. (2023) Recovering the Heart of SoTL: Inquiring into Teaching and Learning ‘as if the World Mattered’. Innovative Higher Education 48:6, pages 1095-1112.
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Alana Hoare, Catharine Dishke Hondzel & Shannon Wagner. (2022) Forming an academic program review learning community: description of a conceptual model. Quality Assurance in Education 30:4, pages 401-415.
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Deesha Chadha. (2020) How Do We Prepare to Teach? Exploring Science Lecturers’ Authentic Approaches to Teaching in Higher Education. Research in Science Education 52:2, pages 635-653.
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Loredana Perla. 2022. Educazione degli Adulti: politiche, percorsi, prospettive. Educazione degli Adulti: politiche, percorsi, prospettive
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Lizette Wessels & Jo-Ansie van Wyk. 2022. Africa and the Fourth Industrial Revolution. Africa and the Fourth Industrial Revolution
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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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Delyse Leadbeatter, Susie Dracopoulos, Karen Lansdown & Andrew Terry. (2020) Using self‐study as a methodology for dental educators’ professional inquiry. European Journal of Dental Education 25:2, pages 310-317.
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Sarah MacLennan & Helena Gosling. (2020)
We are more than one story: Embracing creativity and compassion through
Learning Together
. Probation Journal 67:2, pages 160-166.
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Sheila MacNeill, Bill Johnston & Keith Smyth. (2020) Critical Engagement for Active Participation: The Digital University in an Age of Populism. New Directions for Adult and Continuing Education 2020:165, pages 115-127.
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Bryan M. Dewsbury. (2020) A Chance at Birth: An Academic Development Activity To Promote Deep Reflection on Social Inequities. Journal of Microbiology & Biology Education 21:1.
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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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Tone Dyrdal Solbrekke & Ester Fremstad. (2018) Universitets- og høgskolepedagogers profesjonelleansvar. Uniped 41:3, pages 229-245.
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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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