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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:

Team-Based Professional Development Interventions in Higher Education: A Systematic Review
Inken Gast, Kim Schildkamp, Jan van der Veen
Review of Educational Research (2017) Vol. 87, Iss. 4, pp. 736-767
Open Access | Times Cited: 165

Showing 1-25 of 165 citing articles:

Improving teacher professional development for online and blended learning: a systematic meta-aggregative review
Brent Philipsen, Jo Tondeur, Natalie Pareja Roblin, et al.
Educational Technology Research and Development (2019) Vol. 67, Iss. 5, pp. 1145-1174
Closed Access | Times Cited: 254
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?
Ina Blau, Tamar Shamir‐Inbal, Orit Avdiel
The Internet and Higher Education (2019) Vol. 45, pp. 100722-100722
Closed Access | Times Cited: 253
Interdisciplinary engineering education: A review of vision, teaching, and support
Antoine van den Beemt, Miles MacLeod, Jan van der Veen, et al.
Journal of Engineering Education (2020) Vol. 109, Iss. 3, pp. 508-555
Open Access | Times Cited: 230
Successful design and delivery of online professional development for teachers: A systematic review of the literature
Leicha A. Bragg, Christopher S. Walsh, Marion Heyeres
Computers & Education (2021) Vol. 166, pp. 104158-104158
Closed Access | Times Cited: 202
Does green finance matter for sustainable entrepreneurship and environmental corporate social responsibility during COVID-19?
Muhammad Sadiq, Sakkarin Nonthapot, Shafi Mohamad, et al.
China Finance Review International (2021) Vol. 12, Iss. 2, pp. 317-333
Closed Access | Times Cited: 182
Contextual facilitators for learning activities involving technology in higher education: The C♭-model
Michael Sailer, Florian Schultz-Pernice, Frank Fischer
Computers in Human Behavior (2021) Vol. 121, pp. 106794-106794
Open Access | Times Cited: 175
A digital pedagogy pivot: re-thinking higher education practice from an HRD perspective
Valerie Anderson
Human Resource Development International (2020) Vol. 23, Iss. 4, pp. 452-467
Open Access | Times Cited: 89
Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
Sandra Fernandes, Alexandra M. Araújo, Isabel Miguel, et al.
Education Sciences (2023) Vol. 13, Iss. 3, pp. 309-309
Open Access | Times Cited: 22
Digital learning ecologies and professional development of university professors
Mercedes González Sanmamed, Iris Estévez, Alba Souto-Seijo, et al.
Comunicar (2019) Vol. 28, Iss. 62, pp. 9-18
Open Access | Times Cited: 63
Building blocks of instructor professional development for innovative ICT use during a pandemic
Kim Schildkamp, Iwan Wopereis, Marian Kat-De Jong, et al.
Journal of Professional Capital and Community (2020) Vol. 5, Iss. 3/4, pp. 281-293
Open Access | Times Cited: 50
Creativity-Fostering Teacher Behaviors in Higher Education: A Transdisciplinary Systematic Literature Review
Rene Brauer, Jarrod Ormiston, Simon Beausaert
Review of Educational Research (2024)
Closed Access | Times Cited: 5
Systematic reviews and meta-analyses of higher education research
Malcolm Tight
European Journal of Higher Education (2018) Vol. 9, Iss. 2, pp. 133-152
Closed Access | Times Cited: 46
Teachers' pedagogical competences in higher education: A systematic literature review
Maria Alfredo Moreira, Begoña Rumbo Arcas, Tania Fátima Gómez Sánchez, et al.
Journal of University Teaching and Learning Practice (2023) Vol. 20, Iss. 1, pp. 90-123
Open Access | Times Cited: 15
The Role of Faculty Development in Advancing Change at the Organizational Level
Yvonne Steinert, Patricia O’Sullivan, David M. Irby
Academic Medicine (2024) Vol. 99, Iss. 7, pp. 716-723
Closed Access | Times Cited: 4
Professional development for promoting a sense of community in blended learning
Linlin Pei, Cindy L. Poortman, Kim Schildkamp, et al.
Professional Development in Education (2025), pp. 1-19
Open Access
Retention of newcomers and factors influencing turnover intentions and behaviour: a review of the literature
Niels van der Baan, Giulia Meinke, Maarit Virolainen, et al.
Education + Training (2025)
Closed Access
The education-to-work transition: a systematic analysis of pedagogical interventions in the context of higher education
Niels van der Baan, Inken Gast, Wim Gijselaers, et al.
Scandinavian Journal of Educational Research (2025), pp. 1-25
Open Access
Professional Development of high-school Teachers in Ghana: Exploring the Effectiveness of the Cascading Model
David Anim Mante, Osei Gideon Opoku, Abass Adamu, et al.
PRACTICE (2025), pp. 1-15
Closed Access
Collaboration activities in pedagogical development programmes in higher education: what do teachers learn from this?
Marloes Vreekamp, Piety Runhaar, J.T.M. Gulikers, et al.
Higher Education Research & Development (2025), pp. 1-17
Open Access
Teaching-focused social networks among college faculty: exploring conditions for the development of social capital
Ross J. Benbow, Changhee Lee
Higher Education (2018) Vol. 78, Iss. 1, pp. 67-89
Closed Access | Times Cited: 44
The adoption of student-centered teaching materials as a professional development experience for college faculty
Charles Doug Czajka, David McConnell
International Journal of Science Education (2019) Vol. 41, Iss. 5, pp. 693-711
Closed Access | Times Cited: 36
Aprendizaje Basado en Juegos (GBL) aplicado a la enseñanza de la matemática en educación superior. Una revisión sistemática de literatura
Sergio Zabala-Vargas, Dayan A. Ardila-Segovia, Lewis H. García-Mora, et al.
Formación universitaria (2020) Vol. 13, Iss. 1, pp. 13-26
Open Access | Times Cited: 32
Teacher Education in the Emergency: a MOOC-Inspired Teacher Professional Development Strategy Grounded in Critical Digital Pedagogy and Pedagogy of Care
Virgínia Rodés, Mariana Porta, Lucía Garófalo, et al.
Journal of Interactive Media in Education (2021) Vol. 2021, Iss. 1
Open Access | Times Cited: 29
Professional learning networks: a conceptual model and research opportunities
Cindy L. Poortman, Chris Brown, Kim Schildkamp
Educational Research (2021) Vol. 64, Iss. 1, pp. 95-112
Open Access | Times Cited: 28
Big Data, Data Science, and Artificial Intelligence for Project Management in the Architecture, Engineering, and Construction Industry: A Systematic Review
Sergio Zabala-Vargas, María Jaimes-Quintanilla, Miguel Hernán Jimenez-Barrera
Buildings (2023) Vol. 13, Iss. 12, pp. 2944-2944
Open Access | Times Cited: 12
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