Measurement and transformation: what, how, and why we measure in academic development research

The scholarship of academic/educational development continues to confront claims that it is fragmented and under-theorized. Measurement is one aspect of our scholarship that demands rigor and clarity. This editorial suggests that measurement, like other academic/educational development research activities, requires multi-faceted approaches to understand and execute it properly. It does so by pointing out that measurement in the works collected in this issue suggest different answers to the questions: ‘what is measured in academic/educational development research?’, ‘how do we measure in this field?’, and ‘why do we measure?’ Developing the kind of measurement rigor advocated for is crucial if academic development is to be a catalyst of deep and meaningful change in higher education.