Discussion Paper
Title:
37
Continuing Professional Development
(CPD) for Teaching in Higher Education:
what do academics do?
Presenter(s):
Helen King AFSEDA
University of Plymouth
Abstract:
The requirement to articulate and evidence CPD with respect to learning and teaching is
currently a key issue in higher education in the UK. With the development of professional
standards for academic practice and CPD (UUK, April 2004), it is timely to investigate
what lecturers currently do to develop and enhance their teaching.
Some studies have been published which have looked at the CPD activities of mixed
groups of professionals (e.g. Becher, 1996; Dunne, 2002; Johnston, 1998; Luedekke,
2003). This paper describes a small-scale research project, funded through a SEDA
award, to investigate the activities of a larger number of academics from a single
discipline: Earth Science. A questionnaire was sent to 475 UK academics, of which 192
were completed and returned.
Initial analysis suggests that:
 The majority of academics do consider ongoing teaching development to be
important.

Academic roles are complex and activities have to be prioritised. When time is tight
and research is high on the agenda, keeping course content up-to-date is a greater
priority than reviewing teaching methodologies.

Different people have different learning styles: formal workshops and courses are not
always appropriate for everybody. Academics undertake a wide variety of informal
CPD activities including, most prominently, responding to student feedback.
This research corroborates the notion that academics should be supported more
holistically in their complex roles (e.g. Kreber, 2000). The ILTHE’s description of CPD
encapsulates this in that it “is defined as any process or activity, planned or otherwise,
that contributes to an increase in or the maintenance of knowledge, skills and personal
qualities related to learning and teaching. This includes appropriate research and
scholarly activity and activity related to the leadership, management and administration
of academic provision and support.” (Norris, 2003)
The challenge for institutional educational developers, the Higher Education Academy,
and the development of professional standards is to provide systems that recognise and
value this diversity of CPD.
This presentation will provide the final analysis of the research and participants will be
invited to discuss the findings and to consider the generalisabilty of the results to other
HE disciplines.
References:
Becher, T. (1996) The learning professions. Studies in Higher Education Vol. 21 No.1 pp
43-55
Dunne, R. (2002) How Teachers Develop Their Teaching. LTSN Generic Centre.
http://www.ltsn.ac.uk/application.asp?section=generic&app=resources.asp&process=full_record&id=152
Johnston, S.(1998) Academics as Learning Professionals. HERDSA.
http://www2.auckland.ac.nz/cpd/HERDSA/HTML/StaffDev/JOHNSTON.HTM
Kreber, C. (2000) Integrating teaching with other aspects of professorial work: a
comparison of experienced and inexperienced faculty's role conceptualizations.
Canadian Journal of Higher Education Vol. 30 No.3 pp 79-111
Lueddeke, G (2003) Professionalising Teaching Practice in Higher Education: a study of
disciplinary variation and 'teaching-scholarship'. Studies in Higher Education, Vol. 28
No. 2 pp 213 - 228
Norris, R. (2003) Implementing the ILTHE Continuing Professional Development
Framework: Report Of The CPD Consultation Held Spring 2003.
http://www.ilt.ac.uk/downloads/040212_OT_ILTHECPDProjectReportOct20033.doc
Universities UK (2004). Towards a Framework of Professional Teaching Standards: A
Universities UK / SCOP / HEFCE / Higher Education Academy Consultation.
http://www.universitiesuk.ac.uk/consultations/UniversitiesUK/downloads/teachingstandards.pdf