| Academic development as cultural work: responding to the organizational complexity of modern higher education institutions |
9 |
| Getting comfortable with being uncomfortable: a narrative account of becoming an academic developer |
8 |
| Improving curriculum alignment and achieving learning goals by making the curriculum visible |
8 |
| Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development |
7 |
| A framework for working with university teachers to create and embed 'Integrated Threshold Concept Knowledge' (ITCK) in their practice |
7 |
| Contesting the neoliberalisation of higher education through student-faculty partnership |
6 |
| Approaches to career development and support for sessional academics in higher education |
6 |
| 'All of us together in a blurred space': principles for co-creating curriculum with international partners |
5 |
| Small significant networks as birds of a feather |
4 |
| Talking about contract cheating: facilitating a forum for collaborative development of assessment practices to combat student dishonesty |
4 |
| University teachers' learning paths during technological innovation in education |
4 |
| Investigating the use of 'professional dialogues' when assessing academic practice: revealing learning, managing process, and enabling judgements |
4 |
| The relational value of professional dialogue for academics pursuing HEA fellowship |
4 |
| Researcher-led academic development |
4 |
| The contextual nature of university-wide curriculum change |
4 |
| An Aboriginal way towards curriculum reconciliation |
3 |
| Reimagining the place of students in academic development |
3 |
| Reflecting on institutional support for SoTL engagement: developing a conceptual framework |
3 |
| Measuring the impact of a new faculty program using institutional data |
3 |
| The pedagogical benefits of enacting positive psychology practices through a student-faculty partnership approach to academic development |
3 |
| The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: twenty years' reflection |
3 |
| Good undergraduate dissertation supervision: perspectives of supervisors and dissertation coordinators |
3 |
| Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: an analysis of award winning mentors |
3 |
| Academic Twitter and professional learning: myths and realities |
3 |
| Reflecting on feedback processes for new ways of knowing, being and acting |
2 |
| Entry points when undergraduate research mentors reflect on their role: a qualitative case study |
2 |
| Teacher capabilities in a multicultural educational environment: an analysis of the impact of a professional development project |
2 |
| Learning about assessment: the impact of two courses for higher education staff |
2 |
| Engaging the wider academic community in a postgraduate certificate in academic practice: the issue of standards |
2 |
| Developing a pan-university professional learning community |
2 |
| 'The danger of a single story:' a reflection on institutional change, voices, identities, power, and outcomes |
2 |
| Researcher development through doctoral training in research integrity |
2 |
| Facilitating agency: the change laboratory as an intervention for collaborative sustainable development in higher education |
2 |
| Expanding the landscape: developing knowledgeability through communities of practice |
1 |
| Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios |
1 |
| Conceptualizing educational leadership in an academic development program |
1 |
| Academic development by way of student affairs: reflections from the first fifty days on the job |
1 |
| Disrupting metaphors of coloniality to mediate social inclusion in the global South |
1 |
| Lessons learned: towards a framework for integration of theory and practice in academic development |
1 |
| Moving out of their comfort zones: enhancing teaching practice in transnational education |
1 |
| The flourishing of care in a multidisciplinary Faculty Learning Community |
1 |
| Perceritions of the content and employability value of credentialed teaching certificates |
1 |
| A lasting impression: the influence of prior disciplines on educational developers' research |
0 |
| Teachers interacting with students: an important (and potentially overlooked) domain for academic development during times of impact |
0 |
| The challenges of academic development as a first graduate job: 'am I doing it right?' |
0 |
| Postdoctoral scholars in academic development and SoTL: making our way through collaborative self-study |
0 |
| What can academic development learn from the health humanities? |
0 |
| The role of institutional learning and teaching grants in developing academic capacity to engage successfully in the scholarship of teaching and learning |
0 |
| International staff contributions to their host institution: a case study in South Africa |
0 |
| Contemporary induction to teaching in Australian universities |
0 |
