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‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector

‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) ‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector. In: Society for Research into Higher Education Annual Conference 2014: Inspiring future generations; embracing plurality and difference in higher education, 10-12 Dec 2014, Cardiff, UK. (Unpublished)

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Abstract

In the recent past the HE landscape has been marked by significant change related to scale, new technologies, and the diversity of the student body (Brew, 1995). However, the implications of such developments for professional development and support for teaching staff arguably require greater consideration. In Scotland the QAA quality enhancement framework hasprovided a stimulus for research into this area, and this paper explores the findings from a research project entitled Staff: enhancing teaching which comprised a work strand of the 2011-2014 Enhancement Theme, Developing and Supporting the Curriculum. The cross-sector project engaged with staff from the nineteen HEIs in Scotland to investigate the nature of professional development. Using a mixed method approach of interviews, cross-sector workshops, and a small-scale survey of teaching staff, the paper highlights the key characteristics of professional development, issues and challenges, and areas worthy of more detailed research.

Item Type: Conference or Conference Paper (Paper)
Uncontrolled Keywords: professional development, teaching, higher education, staff development, UKPSF
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Educational Development Unit
Related URLs:
Last Modified: 08 Feb 2021 12:34
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/31065

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