Academic Journal
Q2International Journal for Academic Development
About International Journal for Academic Development
About International Journal for Academic Development
International Journal for Academic Development is a peer-reviewed scholarly journal published by 67 (United States). It focuses on Q2. Publication coverage spans 2010-2026.
Key indicators: ISSN 1360-144X, 1470-1324; H-index 44.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (44): 44 articles have each received at least 44 citations, indicating growing recognition.
Publishing in International Journal for Academic Development
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Scope fit: Confirm your research aligns with Q2. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of International Journal for Academic Development?
1360-144X, 1470-1324.
Who publishes International Journal for Academic Development?
67.
What are International Journal for Academic Development's metrics?
H-index 44.
Is International Journal for Academic Development peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Evaluation of Teaching Practices; Higher Education Practises and Engagement; Reflective Practices in Education; Higher Education Governance and Development; Higher Education Learning Practices; Higher Education and Employability.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Building a pedagogical support dynamic through administrative evaluation in a French university pedagogical fund
Cathy Perret, Joanna Duval, Jeanne Gavard-Veau
2026-09-22 · DOI: 10.1080/1360144x.2026.2733891Preparedness for and interpersonal self-efficacy in faculty advising: an examination of new allied healthcare faculty members
Lillie Thomas
2026-09-20 · DOI: 10.1080/1360144x.2026.2731366Beyond the algorithm: academic developers as digital mediators in Global South higher education
Mashango Phillemon Sithole
2026-09-18 · DOI: 10.1080/1360144x.2026.2726310The improvisation of academic development
Benjamin Phipps
2026-08-31 · DOI: 10.1080/1360144x.2026.2723717Deliberate clay practice for reflective and restorative academic growth
Tricia Ong, Theresa Van Lith
2026-08-10 · DOI: 10.1080/1360144x.2026.2714782Effects of an in-depth training cohort in teaching and learning: case study of the Knighted faculty program
Michael G. Strawser, Ann Neville Miller, Chizorom Okoronkwo
2026-07-27 · DOI: 10.1080/1360144x.2026.2704534Between care and complexity: an autoethnographic account of early-career academic development
Feride Öksüz Gül
2026-07-09 · DOI: 10.1080/1360144x.2026.2694479Curriculum design and academic development: patterns, practices, and reciprocal influences
Antonia Levy, Miriam Hansen, Elisa K. Bone, Gert Young et al.
2026-07-03 · DOI: 10.1080/1360144x.2026.2706921Perceived value of an institutional teaching portfolio: applicant, assessor, mentors, and supervisors’ perspectives
Grant Kinghorn, Bonnie Dean, Kelly Lambert, Troy Heffernan et al.
2026-07-02 · DOI: 10.1080/1360144x.2026.2671954A call for sisterhood in academic development: reclaiming care and connection
Jill Marie McSweeney, Nira Rahman
2026-06-25 · DOI: 10.1080/1360144x.2026.2691854Exploring unchartered territory: the role of an educational developer in COIL
Eveke de Louw, Jos Beelen
2026-06-23 · DOI: 10.1080/1360144x.2026.2689949When faculty ask, ‘what’s the point of teaching?’: GenAI as identity crisis, not skills gap
Prue Laidlaw
2026-06-18 · DOI: 10.1080/1360144x.2026.2680432Teaching-focused faculty: the supports, structures, and policies that relate to their perceptions of influence on their colleagues’ teaching
Meaghan McMurran, Sabrina Solanki, Peter McPartlan, Brian Sato et al.
2026-06-16 · DOI: 10.1080/1360144x.2026.2675015Engaging in epistemic reflexivity: insights for new academic developers
Harold Culala
2026-06-10 · DOI: 10.1080/1360144x.2026.2650757Norwegian higher education teachers’ conceptions of the scholarship of teaching and learning: a qualitative study
Leila E. Ferguson
2026-06-09 · DOI: 10.1080/1360144x.2026.2681120Analysis of university lectures in the light of efforts to encourage students’ active learning
Barbara Baarova, Marek Vaclavik, Martin Tomasek, Tomas Barot et al.
2026-06-02 · DOI: 10.1080/1360144x.2026.2676143What makes problem-based and project-based learning (PBL) facilitation effective? A perspective from international university educators
Dan Jiang, Juebei Chen, Nikolaj Stegeager, Lisbeth Harritz Kappelgaard et al.
2026-06-02 · DOI: 10.1080/1360144x.2026.2661652Exploring ways to support university teachers’ identity and agency in uncertain times: a literature review adopting Illeris’ workplace learning framework
Mette Krogh Christensen, Maria Hvid Stenalt
2026-05-25 · DOI: 10.1080/1360144x.2026.2675016Towards a compassion-focused model for staff in higher education
Anna Sedda
2026-05-21 · DOI: 10.1080/1360144x.2026.2669768Human-centred AI adoption: a relational pedagogy approach to faculty development
Rebecca Wakelin
2026-05-21 · DOI: 10.1080/1360144x.2026.2675012Reviews
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Version History
October 10, 2026 at 1:11 am
October 2, 2026