| The" decolonial turn": what does it mean for academic staff development? JA Vorster, L Quinn Education as Change 21 (1), 31-49, 2017 | 94 | 2017 |
| Towards shaping the field: Theorising the knowledge in a formal course for academic developers JA Vorster, L Quinn Higher Education Research & Development 34 (5), 1031-1044, 2015 | 31 | 2015 |
| Isn’t it time to start thinking about ‘developing’academic developers in a more systematic way? L Quinn, JA Vorster International Journal for Academic Development 19 (3), 255-258, 2014 | 27 | 2014 |
| A social realist analysis of collaborative curriculum development processes in an academic department at a South African university JA Vorster Rhodes University, 2010 | 27 | 2010 |
| Learning to teach in higher education in South Africa B Leibowitz, V Bozalek, J Garraway, N Herman, J Jawitz, P Muhuro, ... Council on Higher Education (South Africa), 2017 | 22 | 2017 |
| Transforming teachers' conceptions of teaching and learning in a post graduate certificate in higher education and training course: the practice of higher education L Quinn, J Vorster South African Journal of Higher Education 18 (1), 364-381, 2004 | 22 | 2004 |
| Collaborative research in contexts of inequality: the role of social reflexivity B Leibowitz, V Bozalek, J Farmer, J Garraway, N Herman, J Jawitz, ... Higher Education 74, 65-80, 2017 | 20 | 2017 |
| Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers L Quinn, JA Vorster Assessment & Evaluation in Higher Education 41 (7), 1100-1113, 2016 | 18 | 2016 |
| Curriculum in the context of transformation: reframing traditional understandings and practices JA Vorster Rhodes University, Centre of Higher Education Research, teaching and …, 2016 | 17 | 2016 |
| Theorising the pedagogy of a formal programme for university lecturers J Vorster, L Quinn Re-imagining academic staff development: Spaces for disruption, 51-70, 2012 | 16 | 2012 |
| Mapping the field of Higher Education Research using PhD examination reports S McKenna, L Quinn, JA Vorster Higher Education Research & Development 37 (3), 579-592, 2018 | 14 | 2018 |
| Privileging knowledge, creating knowers: an analysis of a formal programme for university lecturers JA Vorster, L Quinn Re-imagining staff development: Spaces for disruption, 71 - 88, 2012 | 13 | 2012 |
| An exploratory study of Heads of Departments' responses to student calls for decolonised higher education C Grant, L Quinn, JA Vorster Journal of Education (University of KwaZulu-Natal), 73-88, 2018 | 12 | 2018 |
| Connected disciplinary responses to the call to decolonise curricula in South African higher education L Quinn, J Vorster Developing the higher education curriculum, 131-143, 2017 | 12 | 2017 |
| Why the focus on “curriculum”? Why now? L Quinn, JA Vorster Re-imagining curriculum: Spaces for disruption, L. Quinn Ed, 1, 2019 | 10 | 2019 |
| Why a contextual approach to professional development? BL Leibowitz, J Vorster, C Ndebele South African Journal of Higher Education 30 (6), 1-7, 2016 | 10 | 2016 |
| From affirmative to transformative approaches to academic development S McKenna, A Hlengwa, L Quinn, JA Vorster Teaching in higher education 27 (8), 1005-1017, 2022 | 9 | 2022 |
| Inclusion as social justice: Nancy Fraser’s theory in the South African context E Musara, C Grant, JA Vorster Handbook of Social Justice Interventions in Education, 39-58, 2021 | 9 | 2021 |
| Reflecting on feedback processes for new ways of knowing, being and acting L Quinn, K Behari-Leak, R Ganas, AM Olsen, JA Vorster International Journal for Academic Development 24 (4), 330-341, 2019 | 9 | 2019 |
| Training new academics is a complex challenge L Quinn, JA Vorster Mail and Guardian 5, 2012 | 9 | 2012 |
