About the prize
The International Journal for Academic Development Article of the Year award was created in 2013 to honour the best article published in IJAD each year, as judged by a panel of academic development experts from the IJAD editorial board.
IJAD is the official journal of the International Consortium for Educational Development (ICED). The award is sponsored by ICED and comes with one complimentary registration for the biennial Conference. In addition, Taylor & Francis kindly make the Article of the Year as well as the other shortlisted articles available for one year as free downloads.
The Article of the Year is selected based on the following quality criteria:
- The style and form of the article make it accessible to a readership of academic developers and others who are not necessarily familiar with or expert in the topic.
- Takes into account the multiple and varied contexts in which academic development is practised.
- Articulates a robust and defensible research process OR constitutes a creative and imaginative theoretical contribution.
- Produces original and/or innovative insights that exciteor challenge the reader.
- Contributes to reorienting or shifting the boundaries of the field.
IJAD 2020 Article of the Year
Julie A. Timmermans & Kathryn A. Sutherland (2020) are the winners of the IJAD 2020 Article of the Year Award for ‘Wise academic development: learning from the ‘failure’ experiences of retired academic developers, International Journal for Academic Development, 25(1), 43-57, DOI: https://doi.org/10.1080/1360144X.2019.1704291
This article grabs the reader from the very first line. Written with humanity and humility, it sheds light on an underexplored area of the academic development experience. Acknowledging the importance of 'failure' in learning processes, and demystifying it by investigating and writing about it, will help many of us to deal with our own perceived failures more constructively. The article thereby turns what might be seen as deep sources of shame into profound resources for learning. Academic development is a hard place to practice, given the precarity of the field around the world and the vagaries of higher education that developers need to navigate on a continual basis. The focus on academic developers is important not least because it represents the need for our profession to exercise more self-care. The article offers insights, reassurance, and, as the title suggests, wisdom that we can all learn from; the writing speaks not only to the head but also to the heart, and the authors’ way of carefully honouring the "wisdom of the elders" is a fantastic approach. It provides a stellar model for us of creative ways to conduct and present academic development research—research that informs us, moves us, and goes a long way towards building resilience in the field.
|2020 (Winner)||Julie A. Timmermans & Kathryn A. Sutherland||Wise academic development: learning from the ‘failure’ experiences of retired academic developers||25||1|
|2020 (Shortlisted)||Beth Hundey et al.||Mentoring faculty online: a literature review and recommendations for web-based programs||25||3|
|2020 (Shortlisted)||Klodiana Kolomitro, Natasha Kenny & Suzanne Le-May Sheffield||A call to action: exploring and responding to educational developers’||25||1|
|2020 (Shortlisted)||Daniel L. Reinholz , Amelia Stone-Johnstone & Niral Shah||Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching||25||3|
|2020 (Shortlisted)||Gitte Wichmann-Hansen, Mirjam Godskesen & Margaret Kiley||Successful development programs for experienced doctoral supervisors – What does it take?||25||2|