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The International Journal for Academic Development is a peer-reviewed journal published by Taylor & Francis, covering Evaluation of Teaching Practices, Higher Education Practises and Engagement, Reflective Practices in Education.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." The International Journal for Academic Development 12 (3): 45–58.
Formats any DOI in The International Journal for Academic Development style. No sign-up. |
| Publishes research in | Evaluation of Teaching Practices Higher Education Practises and Engagement Reflective Practices in Education Higher Education Governance and Development Higher Education Learning Practices |
| ISSN | 1360-144X |
| Citation impact (2-yr) | 1.81 |
| h-index | 74 |
| i10-index | 487 |
| Total citations | 23,610 |
| Top institutions publishing here | The University of Sydney |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes, along with the beneficial outcomes of these examples.…
Educational development has changed in many ways over the last 40 years and the International Consortium for Educational Development has highlighted the sheer variety of practices by bringing together educational developers from countries where activities differ markedly. These reflections identify the wide range of foci of attention that are visible – what it is that…
Abstract Academic development should be conceptualized not only as a university‐wide process, but also as a local practice and as a process of peer learning in the workplace. The paper suggests that formal approaches need to more fully situate academic development in sites of academic practice. Two examples from the author's own setting ‐teaching development…
Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College’s SaLT program pairs faculty members and undergraduate students in explorations of pedagogical practice. The program provides both context and case study for this form of Student-faculty partnership as a threshold concept…
This article explores the notions of change that seem to underpin the ways in which academic developers practice within specific organizational contexts and cultures. Drawing on a two-year empirical study across UK institutions it links concepts of change to the different 'orientations' that developers consider appropriate to their strategic terrain. It provides an opportunity for…
