International Journal for Academic Development

Aims & Scope

The International Journal for Academic Development ( IJAD) is the journal of the International Consortium for Educational Development.

The purpose of IJAD is to enable academic/educational/faculty developers in higher education across the world to exchange ideas about practice and extend the theory of educational development, with the goal of improving the quality of higher education internationally.

The editors welcome original contributions on any aspect of academic/educational/faculty development in higher and other post-school education (including staff development, educational development, instructional development and faculty development) and closely related topics.

We define ‘academic development’ broadly, and you should read former editor Brenda Leibowitz’s recent paper, ‘Reflections on academic development: what is in a name?’ ( http://www.tandfonline.com/toc/rija20/19/4#.VMcX6_7oSGo) to make sure that your understanding of academic development marries with the general sense of the journal.

We will NOT accept submissions on K-12 development or teacher education; primary/secondary/high school education in general; or the role that education plays in ‘development’ (economic growth, poverty reduction, environmental sustainability, etc.).

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.4
2024	1.50

Journal Rank

Year	Value
2024	7596

Journal Citation Indicator

Year	Value
2024	368

SJR (SCImago Journal Rank)

Year	Value
2024	0.736

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	40

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

  Citation: 422

  Authors: Catherine, Alison, Peter

• Reflections on the changing nature of educational development

  Citation: 186

  Authors: Graham

• Reconceptualising academic work as professional practice: implications for academic development

  Citation: 132

  Authors: David, Angela

• Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development

  Citation: 130

  Authors: Alison

• Situating academic development in professional work: Using peer learning

  Citation: 127

  Authors: David

• Holistic academic development: Is it time to think more broadly about the academic development project?

  Citation: 126

  Authors: Kathryn A.

• Developing scholarly communities as learning environments for doctoral students

  Citation: 123

  Authors: Kirsi, Jenni, Kirsti

• The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice

  Citation: 109

  Authors: Geraldine, Steve

• Supported reflective practice: a programme of peer observation and feedback for academic teaching development

  Citation: 109

  Authors: Maureen

• Agency, context and change in academic development

  Citation: 107

  Authors: Ray

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