International Journal for Academic Development Article of the Year 2019

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Article of the Year 2019 Announcement

International Journal for Academic Development

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.

International Journal for Academic Development

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Award Criteria

The Article of the Year is selected based on the following quality criteria:

  1. 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.
  2. Takes into account the multiple and varied contexts in which academic development is practiced.
  3. Articulates a robust and defensible research process OR constitutes a creative and imaginative theoretical contribution
  4. Produces original and/or innovative insights that excite or challenge the reader
  5. Contributes to reorienting or shifting the boundaries of the field

IJAD 2019 Article of the Year

Gary Poole, Isabeau Iqbal & Roselynn Verwoord (2019) are the winners of the IJAD 2019 Article of the Year Award for ‘Small significant networks as birds of a feather’, International Journal for Academic Development, 24(1), 61-72.

Read the Award Winning Article

Judges' Citation

All academic developers should read this paper. It rigorously and empirically pursues and extends the knowledge of previous research, resulting in an article that will have broad appeal to developers across the world and in various contexts, both institutionally and geographically. The study investigates academics’ preference for – and increased valuing of – similarity among conversation partners, which makes it all the more vital at this present moment, given how many of us work in contexts facing significant demands for change to a higher education discourse built on dominant white, male, colonialist perspectives. Clear and compelling implications for developers are made explicit, in particular the need for us to take ‘an active role in creating opportunities for instructors to converse about teaching and [to invite] diverse perspectives’ (p. 69) so as to develop networks that will expose academic teachers to alternative ways of thinking. Academic developers have a key role to play in overcoming barriers to a more equitable higher education system, and this study provides the impetus to intervene more consciously, consistently, and transparently than ever.

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