OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!
If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.
Requested Article:
PhD students, significant others, and pedagogical conversations. The importance of trusting relationships for academic development
Eszter Simon, Gabriela Pleschová
The International Journal for Academic Development (2021) Vol. 26, Iss. 3, pp. 279-291
Open Access | Times Cited: 15
Eszter Simon, Gabriela Pleschová
The International Journal for Academic Development (2021) Vol. 26, Iss. 3, pp. 279-291
Open Access | Times Cited: 15
Showing 15 citing articles:
‘You almost feel like you’ve got a friend, somebody who’s backing you up’: exploring the building blocks of trust within a relational pedagogy approach to academic development
Lisa McDonagh, Elizabeth H. Sanders
The International Journal for Academic Development (2025), pp. 1-13
Open Access | Times Cited: 1
Lisa McDonagh, Elizabeth H. Sanders
The International Journal for Academic Development (2025), pp. 1-13
Open Access | Times Cited: 1
Trust and trustworthiness in pedagogical competence development programs: tensions between systemic contexts and interpersonal relationships
Espen Hektoen
The International Journal for Academic Development (2025), pp. 1-11
Closed Access | Times Cited: 1
Espen Hektoen
The International Journal for Academic Development (2025), pp. 1-11
Closed Access | Times Cited: 1
Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education
Peter Felten, Rachel Forsyth, Kathryn Sutherland
Teaching & Learning Inquiry The ISSOTL Journal (2023) Vol. 11
Open Access | Times Cited: 18
Peter Felten, Rachel Forsyth, Kathryn Sutherland
Teaching & Learning Inquiry The ISSOTL Journal (2023) Vol. 11
Open Access | Times Cited: 18
Trust-building as inherent to academic development practice
Gabriela Pleschová, Kathryn Sutherland, Peter Felten, et al.
The International Journal for Academic Development (2025) Vol. 30, Iss. 1, pp. 1-13
Closed Access
Gabriela Pleschová, Kathryn Sutherland, Peter Felten, et al.
The International Journal for Academic Development (2025) Vol. 30, Iss. 1, pp. 1-13
Closed Access
Is in-person mentoring still a must? Exploring online mentoring in graduate education through descriptive and variance analysis
Changhong Teng, Xuanwei Ma
Innovations in Education and Teaching International (2025), pp. 1-16
Closed Access
Changhong Teng, Xuanwei Ma
Innovations in Education and Teaching International (2025), pp. 1-16
Closed Access
Engineering students trust teachers who ask, listen, and respond
Mirjam S. Gleßmer, Peter Persson, Rachel Forsyth
The International Journal for Academic Development (2024), pp. 1-14
Open Access | Times Cited: 2
Mirjam S. Gleßmer, Peter Persson, Rachel Forsyth
The International Journal for Academic Development (2024), pp. 1-14
Open Access | Times Cited: 2
Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project
Claire Hamshire, Rachel Forsyth
The International Journal for Academic Development (2024), pp. 1-13
Open Access | Times Cited: 1
Claire Hamshire, Rachel Forsyth
The International Journal for Academic Development (2024), pp. 1-13
Open Access | Times Cited: 1
Value of taught academic development programmes: building trust?
Eli Sætnan
The International Journal for Academic Development (2024), pp. 1-4
Closed Access | Times Cited: 1
Eli Sætnan
The International Journal for Academic Development (2024), pp. 1-4
Closed Access | Times Cited: 1
The role of the academic developer as broker in building trust
Laura Lohman
The International Journal for Academic Development (2024), pp. 1-13
Closed Access | Times Cited: 1
Laura Lohman
The International Journal for Academic Development (2024), pp. 1-13
Closed Access | Times Cited: 1
Scaffolding trust to advance inclusive teaching through UDL: a model for academic development
Kathleen Clarke, H. D. Gibbs, Allison McDonald, et al.
The International Journal for Academic Development (2024), pp. 1-15
Closed Access | Times Cited: 1
Kathleen Clarke, H. D. Gibbs, Allison McDonald, et al.
The International Journal for Academic Development (2024), pp. 1-15
Closed Access | Times Cited: 1
Feedback in the Context of Peer Group Mentoring: A Theoretical Perspective
Line Wittek
Higher education dynamics (2023), pp. 23-37
Closed Access | Times Cited: 1
Line Wittek
Higher education dynamics (2023), pp. 23-37
Closed Access | Times Cited: 1
Pedagogy of incoko: challenges in adapting conversational forms as a praxis of student care and engagement in the context of digital learning in South Africa
Nomalanga Mkhize, Qawekazi Maqabuka, Babalwa Magoqwana
Anthropology Southern Africa (2021) Vol. 44, Iss. 3, pp. 109-122
Closed Access | Times Cited: 2
Nomalanga Mkhize, Qawekazi Maqabuka, Babalwa Magoqwana
Anthropology Southern Africa (2021) Vol. 44, Iss. 3, pp. 109-122
Closed Access | Times Cited: 2
Experiences from the PeTS Project: What Lessons Have We Learned, and How Should We Proceed?
Thomas de Lange, Line Wittek
Higher education dynamics (2023), pp. 177-195
Closed Access
Thomas de Lange, Line Wittek
Higher education dynamics (2023), pp. 177-195
Closed Access
Analysing the Emergence of Trust in Peer Group Mentoring
Thomas de Lange, Line Wittek
Higher education dynamics (2023), pp. 155-175
Closed Access
Thomas de Lange, Line Wittek
Higher education dynamics (2023), pp. 155-175
Closed Access
Communication aspects of secondary socialization
Roman Aleksandrovich Zakharkin
Communicology (2022) Vol. 10, Iss. 2, pp. 118-132
Open Access
Roman Aleksandrovich Zakharkin
Communicology (2022) Vol. 10, Iss. 2, pp. 118-132
Open Access
