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Emma O Brien, Gwen Moore, Laura Costelloe & Íde O’Sullivan. (2023) Professional development practices and preferences in Irish Higher Education: insights from a regional survey. International Journal for Academic Development 28:3, pages 240-257.
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Abby Cathcart, Mark Dransfield, Sarah Floyd, Laurie-Anne Campbell, Rachael Carkett, Vicky Davies, Ros Duhs & Fiona Smart. (2023) Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships. International Journal for Academic Development 28:3, pages 319-333.
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Marion Heron & Erika Corradini. (2023) A genre-based study of professional reflective writing in higher education. Teaching in Higher Education 28:3, pages 504-516.
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Kiruthika Ragupathi. (2022) Desired characteristics of continuing professional development for holistic academic development. International Journal for Academic Development 27:4, pages 372-385.
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Lisa Milne, Julia Savage, Barbara Panther & Jen Aughterson. (2022) Mentor-coaching in an Australian HEA fellowship program: developing transformative learning and teaching leadership capability. Journal of Higher Education Policy and Management 44:3, pages 293-309.
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Fiona O’Riordan, Íde O’Sullivan, Mary Fitzpatrick, Margaret Keane, Claire McAvinia & Angelica Risquez. (2022) Structured professional development for academic developers: A collaborative approach. Innovations in Education and Teaching International 59:1, pages 4-14.
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Dominique A. Greer, Abby Cathcart & Georgia C. Swalwell. (2021) Compounding the impact of teaching development programs in China and Hong Kong SAR: using the Professional Standards Framework to deepen learning and improve teaching self-efficacy. International Journal for Academic Development 26:4, pages 433-447.
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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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Marion Heron & Erika Corradini. (2020) Writing for professional recognition in higher education: understanding genre and expertise. Higher Education Research & Development 39:5, pages 968-981.
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Lucy Spowart, Jennie Winter, Rebecca Turner, Penny Burden, Kathryn Ann Botham, Reema Muneer, Hendrik van der Sluis & Isabel Huet. (2019) ‘Left with a title but nothing else’: the challenges of embedding professional recognition schemes for teachers within higher education institutions. Higher Education Research & Development 38:6, pages 1299-1312.
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Fiona Smart, Mandy Asghar, Laurie-Ann Campbell & Mark Huxham. (2019) Electing to speak: professional dialogue in the context of Fellowship of the Higher Education Academy. International Journal for Academic Development 24:3, pages 232-245.
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