Professional development for university
academics in a changing context
Geoffrey Crisp
HERDSA President
ALTC National Fellow
Life Impact The University of Adelaide
Adelaide Australia
Slide 2
Life Impact The University of Adelaide
Adelaide, Australia
Slide 3
Life Impact The University of Adelaide
University of Adelaide
Slide 4
Life Impact The University of Adelaide
Higher Education context
• David Gosling article in SEDA’s (Staff and Educational
Development Association) Educational Development
on Post Graduate Certificates in Higher Education
(PgCerts) become mandatory for many new university
academics in the UK
• UK particularly proactive in having policies requiring
completion of a PgCert for tenure
• Australian universities would have a mandatory
professional development requirement for new
academics but only a small number have made
completion of the PgCert a requirement for tenure
Slide 5
Life Impact The University of Adelaide
Higher Education context
• Australian universities usually provide free or
subsidised access to PgCerts to a limited number of
their own academics
• Mandatory professional development for new
academics, in the Netherlands, Norway, Sweden,
Japan and Sri Lanka; whereas other countries, such
as the USA, have been reluctant to move down this
path
• In the USA, more significant emphasis is placed on
the professional development of Graduate Teaching
Assistants (GTAs) rather than newly appointed
faculty
Slide 6
Life Impact The University of Adelaide
Higher Education context
• Move towards embedding mandatory professional
development for faculty probably more to do with
government regulatory requirements, rather than a
recognition of the inherent merits of PgCert programs
• Nature of PgCert programs can vary between
countries and between institutions
• In UK SEDA plays a key role in maintaining
standards around these programs through a formal
recognition process
• Professional Development Framework provides
recognition for the programs of UK universities
Slide 7
Life Impact The University of Adelaide
Higher Education context
• Move to mandating professional training in
educational practice through PgCerts is a recognition
that completing a PhD in a core discipline and
undertaking discipline-based research is not
necessarily the most appropriate training for teaching
• The issue of standards and the quality of teaching in
universities is a controversial topic
• How is teaching quality measured in universities and
what would an acceptable standard of educational
practice look like in each discipline?
Slide 8
Life Impact The University of Adelaide
Higher Education context
• In Australia, the Australian Learning and Teaching
Council (ALTC) has project to define academic
standards in the disciplines in preparation for the
work of the Tertiary Education Quality and Standards
Agency
• ALTC has already sponsored a major project on
Teaching Quality Indicators and the project proposed
a set of indicators for recognising and rewarding
quality teaching
Slide 9
Life Impact The University of Adelaide
Higher Education context
• Student feedback used as a proxy measure of
teaching quality
• Some institutions have reworded their policy on
student feedback to emphasise they measure
students’ perceptions or experiences rather than
evaluation
• What improves the student experience?
Slide 10
Life Impact The University of Adelaide
What type of pedagogical learning space?
Laurentius de Voltolina 14th century lecture
The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202
Slide 11
Life Impact The University of Adelaide
Learning spaces
Slide 12
Life Impact The University of Adelaide
Queen’s University, Kingston CA
Beamish-Munro Hall, Queen's University
Integrated Learning Centre
http://livebuilding.queensu.ca
Slide 13
Life Impact The University of Adelaide
Classroom techniques for feedback
Slide 14
Life Impact The University of Adelaide
http://www.tltgroup.org/Facilities/Activities-TOC.htm
• enable ready use of computing/connectivity
• enable learner or teacher to discover, import and display
information easily, including the ability for a student in a
large class to interact with the presentation
• enable participants to interact with each other
Slide 15
Life Impact The University of Adelaide
http://www.tltgroup.org/Facilities/Activities-TOC.htm
• enable teacher to record patterns in student thinking in
order to adjust instruction
• enable participants to review previous classroom
communication
• enable the use of outside experts
• enable students to use one another as learning
resources
Slide 16
Life Impact The University of Adelaide
Authentic learning and assessment
http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:
Slide 17
Life Impact The University of Adelaide
Peer Review of teaching
• Peer evaluation has become more popular, but
mostly for formative purposes
• The main issues still preventing use of summative
peer review include training for peer reviewers and
the workload issues for both reviewer and reviewed
http://www.adelaide.edu.au/clpd/peerreview
Slide 18
Life Impact The University of Adelaide
Peer review and promotion
Internal Peer Review
Interactions
with students
Scholarship
Educational
Practice
Curriculum
Design
Assessment
Leadership
Administration
Evaluation
Slide 19
Life Impact The University of Adelaide
Peer review and promotion
Interactions
with students
Scholarship
Educational
Practice
Curriculum
Design
Assessment
External Peer Review
Leadership
Administration
Evaluation
Slide 20
Life Impact The University of Adelaide
Peer observation form
Slide 21
21
Life Impact The University of Adelaide
Purpose of higher education institutions
• Williams and Filippakou (2010) have posited that mass
higher education has moved away from the historical
role of fostering the “symbolic capital associated with
elite membership” towards a more pluralistic view
where institutional missions are varied
• newer universities embraced the diversity
agenda from their inception
http://4.bp.blogspot.com/_hBiBaUg_1rA/SJTQE0ymK7I/AAAAAAAABxI/OIKhMiaaQ2E/s400/confusing_signs2.jpg
Slide 22
Life Impact The University of Adelaide
Purpose of higher education institutions
Academics have played both active and passive
parts in this evolutionary journey, depending on their
discipline and particular institutional history
http://media.economist.com/images/20050910/3705SU1.jpgTitle
Slide 23
Life Impact The University of Adelaide
Purpose of higher education institutions
• In UK recently the trend has been for more diversification
with the Russell Group of institutions dominating the Who’s
Who list
• one occupation group that significantly broadened its
educational base was politicians
– this will likely have a significant impact
on university priorities and student
recruitment practices over time as
political representatives from diverse
backgrounds begin to influence
government policy and funding for
higher education
http://blog.newsweek.com/blogs/current/archive/20
08/04/20/catfighting-from-on-high.aspx
Slide 24
Life Impact The University of Adelaide
Are conceptions about the purpose of universities
different in different countries?
• Cheung and Chan (2010) have used Hofstede’s cultural
dimensions to examine whether there were any quantitative
differences between geographic regions in their use of
education as a response to the demands of an increasingly
competitive global economy
• Power Distance Index (PDI, related to human inequality),
Individualism (IDV, relationship between the individual and
the collective), Masculinity (MAS) and the Uncertainty
Avoidance Index (UAI, level of tolerance for uncertainty,
ambiguity and unstructured situations within a society)
Slide 25
Life Impact The University of Adelaide
Hofstede correlations from Cheung and Chan (2010)
Table Hofstede correlations from Cheung and Chan (2010)
Country
University
education
score 04
Knowledge
transfer
score 04
University
education
score 08
Knowledge
transfer
score 08
PDI
IDV
MAS
UAI
Australia
7.61
6.08
6.83
5.78
36
90
61
51
Japan
3.73
4.99
4.18
5.01
54
46
95
92
Hong
Kong
5.49
5.49
5.96
5.96
68
65
57
29
New
Zealand
6.16
5
7.07
5.02
22
79
58
49
South
Africa
5.52
4.55
4.55
3.29
49
65
63
49
United
Kingdom
5.02
4.21
5.62
4.96
35
89
66
35
United
States
7.55
6.92
7.54
6.56
40
91
62
46
Slide 26
Life Impact The University of Adelaide
Are conceptions about the purpose of universities
different in different countries?
• Cheung and Chan (2010) concluded that dimensions such
as university education and knowledge transfer could be
significantly explained by a combination of Hofstede’s PDI
and UAI dimensions
• Power Distance Index (PDI, related to human inequality)
• Avoidance Index (UAI, level of tolerance for uncertainty
ambiguity and unstructured situations within a society)
Slide 27
Life Impact The University of Adelaide
Are conceptions about the purpose of universities
different in different countries?
• there was an overall negative relationship between PDI and
university education and knowledge transfer in relation to
impact on national competitiveness
• regions where there was less inequality and more tolerance
for ambiguity (as defined by Hofstede) had higher impact
factors for university education and
knowledge transfer in relation to national
competiveness
http://ddeubel.edublogs.org/2008/12/10/top-5-warning-signs-the-teacher-isnt-yeta-teacher/
Slide 28
Life Impact The University of Adelaide
Academic practice
• in Australia, the recent Bradley review of higher
education indicated that universities should be
engaging in activities that promote a “civil and just
society”
• proposed that increasing the overall participation rate
in higher education would be in the public good, as
well as assisting in economic development
Slide 29
Life Impact The University of Adelaide
Academic practice
• individual faculty have little control over who is
allowed to come to their university
• individual faculty can have a profound effect on the
success rate of students once they are enrolled in
universities
• issue for faculty development programs is how
will it assist faculty to achieve
productive outcomes for
students when participation is
on a wider scale?
Slide 30
Life Impact The University of Adelaide
Role for Faculty development?
• should academic practice, as reified in the discipline
context, be aligned with national agendas and
priorities?
• do the scholarly activities we undertake as faculty
members reflect the role of universities being for the
public good or do they reflect a privileging of that role
being for the enhancement of the individual?
Slide 31
Life Impact The University of Adelaide
Professional Organisations in Australia
• Higher Education Research and Development Society of
Australasia (HERDSA)
http://www.herdsa.org.au/
• Council of Australian Directors of Academic Development
(CADAD)
http://www.cadad.edu.au/
• Australasian Council on Open, Distance and E-Learning
(ACODE)
http://www.acode.edu.au/
• Australian Learning and Teaching Council (ALTC)
http://www.altc.edu.au/
Slide 32
Life Impact The University of Adelaide
Role for HERDSA
• HERDSA is a scholarly society for people committed
to the advancement of higher and tertiary education. It
promotes the development of higher education policy,
practice and the study of teaching and learning.
Slide 33
Life Impact The University of Adelaide
Benchmarking Faculty Development Centres
•
•
•
•
•
•
Slide 34
CADAD project – adopted for University of Adelaide
Engagement with our Centre Staff
Modifying for local context
Self-audit
External partners
Practical purposes
34
Life Impact The University of Adelaide
Engagement with our Centre Staff
• Preliminary meeting to discuss why we should be
involved
• Half-day workshop session to discuss concerns and
come to common understanding
• Centre areas start filling in their sections
• Documenting concerns, confusions
• Change document in response to feedback
• Another half-day workshop session to finalise
document
• Centre areas complete their sections
16/03/2016
Slide
35
35
Life Impact The University of Adelaide
KEY PERFORMANCE INDICATORS FOR ACADEMIC DEVELOPMENT UNITS
UNIVERSITY OF ADELAIDE CLPD VERSION 2007-2009
INTRODUCTION
Domains
Sub-domains
1. Strategy, Policy 1.1 Strategic Advice
and Governance
1.2 Strategic Planning
1.3 Governance
1.4 Policy Development and
Implementation
1.5 Strategic Initiatives
2. Quality of
Learning and
Teaching
3.
2.1 Standards
KPIs
Page
Advice to senior staff about the operating
6
environment for learning and teaching
Advice and support for development of the
8
learning and teaching elements of strategic plans
Contributions to institutional governance
9
Advice and support for development and
10
implementation of policy, procedures, guidelines
and systems related to learning and teaching
(compliance issues)
Contributions to institutional learning and teaching
11
initiatives (other than external funding and
publications)
Advice and support for maintaining and improving
12
learning and teaching standards
Advice and support for evaluation and
13
improvement of learning and teaching
2.2 Evaluation and Improvement
(Facilitating the collection of data about
effectiveness of learning and teaching)
2.3 Student Feedback (How feedback was Advice and support for student feedback on
used to improve learning and teaching)
teaching and courses (CLPD assisting Schools in
using feedback data)
2.4 Peer Review
Advice and support for peer review of teaching
2.5 Curriculum Review
Advice and support for review of courses
Scholarship of 3.1 Grants and Awards
Advice and support for development of internal
Teaching and
and external grant and award applications
Learning
(assisting others to gain grants and awards)
3.2 Significant Projects and Research into Advice and support for significant projects and
Learning and Teaching
research into learning and teaching with Faculty
staff (external and internal grants)
16/03/2016
Slide
36
14
15
16
17
18
36
Life Impact The University of Adelaide
KEY PERFORMANCE INDICATORS FOR ACADEMIC DEVELOPMENT UNITS
UNIVERSITY OF ADELAIDE CLPD VERSION 2007-2009
INTRODUCTION
Domains
1. Strategy,
Policy and
Governance
16/03/2016
Slide
37
Sub-domains
KPIs
Page
1.1 Strategic Advice
Advice to senior staff about the operating
environment for learning and teaching
6
1.2 Strategic Planning
Advice and support for development of
the learning and teaching elements of
strategic plans
8
1.3 Governance
Contributions to institutional governance
9
1.4 Policy Development and Advice and support for development and
Implementation
implementation of policy, procedures,
guidelines and systems related to
learning and teaching (compliance
issues)
10
1.5 Strategic Initiatives
11
Contributions to institutional learning and
teaching initiatives (other than external
funding and publications)
Life Impact The University of Adelaide
37
Self-audit
• Good opportunity for internal review of practices
• Identify gaps in services or engagement
Slide 38
38
Life Impact The University of Adelaide
DOMAINS, SUB-DOMAINS, KEY PERFORMANCE INDICATORS AND BENCHMARKS FOR CLPD UNIVERSITY
OF ADELAIDE FOR PERIOD 2007-2009
DOMAIN 1: STRATEGY, POLICY AND GOVERNANCE
Sub-domain 1.1: Strategic Advice
KPI: Advice to senior staff about the operating environment for learning and teaching
Measure
Level of
provision
Quality of
provision
Benchmark
Benchmar
(Sector expectation)
k Met
a.
Provision of current, timely advice on:
a.
interpretation of government policies,
funding, initiatives, practices and
b.
interpretations across the sector
(external)
b.
Provision of current, timely advice on
c.
learning and teaching strategy at
institutional, faculty and school levels
(internal)
c.
Timely provision and/or review of draft
submissions to government (external)
60% of senior staff satisfied or very
% broad a.
satisfied with quality of provision
agreement
b.
c.
Target or KPI
Target or
(University expectation)
KPI Met
Advice provided to DVC(A), PVC(L&Q) a.
[CLPD 2]
b.
Advice provided to DVC(A), PVC(L&Q), c.
Executive Deans, Heads of School
[CLPD 2]
Advice provided to DVC(A), PVC(L&Q)
[CLPD 2]
100% of senior staff satisfied or very
satisfied with quality of provision
70% of surveyed staff satisfied or very
satisfied with quality of provision
100% of senior staff satisfied or very
satisfied with quality of provision
% broad
agreement
Evidence
a.Director attended and reported on meetings for: Bologna process and Diploma Supplement; Australian Graduation Statement;
formation of Carrick Institute and Learning and Teaching Performance Fund, Review of Australian Higher Education (Bradley
Review), formation of CADAD, South Australian Certificate of Education, Australasian Survey of Student Engagement (AUSSE),
UniTEST.
b.CLPD Annual Report lists Centre staff as members of the following Committees
(http://www.adelaide.edu.au/clpd/about/download/CLPD_AnRpt08.pdf):
Within University of Adelaide - Academic Board, Assessment Monitoring Committee, Assessment Policy Development Committee,
Associate Deans Learning and Teaching Committee, AUQA Steering Committee, Committee for Learning and Teaching Awards,
Consultant to SSABSA, Copyright Steering Committee, Copyright Working Party, DVC&VP(A) Health, Safety and Wellbeing
Committee, E-Assessment Guidelines Working Party, Early Career Task Force (ECTF), Faculty of Engineering, Computer &
Mathematical, Sciences Learning, Teaching & Curriculum Committee, Faculty of Professions Learning and Teaching Committee,
Future Research Leaders Working Party, Gender Equity & Diversity Committee, Grading Working Party, Health, Safety and
Welfare Committee – Central, Faculty of Humanities & Social Sciences Education Committee, Internationalisation Committee,
Mathematics Learning Service Advisory Group, Open Day Committee, Organisational and Staff Development Committee (OSDC),
Pre-enrolment English Program Advisory Committee, Staff Survey Oversight Working Party, Student Affairs Committee, Survey
Framework Working Party, Teaching Tools Committee, Technology in Education Committee (TEC), University Learning and
LifeUniversity
Impact Postgraduate
The University
of Adelaide
Slide 39
Teaching
Committee (ULTC), ULTC Working Party on Learning and Teaching Themes,
Coursework
Committee
DOMAINS, SUB-DOMAINS, KEY PERFORMANCE INDICATORS AND BENCHMARKS FOR CLPD UNIVERSITY
OF ADELAIDE FOR PERIOD 2007-2009
DOMAIN 1: STRATEGY, POLICY AND GOVERNANCE
Sub-domain 1.1: Strategic Advice
KPI: Advice to senior staff about the operating environment for learning and teaching
Measur
Benchmark
Benchmar
Target or KPI
Target or
e
(Sector expectation)
k Met
(University expectation)
KPI Met
Level of a. Provision of current, timely
a. Advice provided to
a.
provisio
advice on: interpretation of
DVC(A), PVC(L&Q) [CLPD b.
n
government policies, funding,
2]
c.
initiatives, practices and
b. Advice provided to
interpretations across the
DVC(A), PVC(L&Q),
sector (external)
Executive Deans, Heads of
b. Provision of current, timely
School [CLPD 2]
advice on learning and
teaching strategy at
institutional, faculty and
school levels (internal)
Quality 60% of senior staff satisfied or
of
very satisfied with quality of
provisio provision
n
% broad a. 100% of senior staff
agreement
satisfied or very satisfied
with quality of provision
b. 70% of surveyed staff
satisfied or very satisfied
with quality of provision
% broad
agreement
Evidence
a.Director attended and reported on meetings for: Bologna process and Diploma Supplement;
Australian Graduation Statement; formation of Carrick Institute and Learning and Teaching
Performance Fund, Review of Australian Higher Education (Bradley Review), formation of CADAD,
South Australian Certificate of Education, Australasian Survey of Student Engagement (AUSSE),
UniTEST.
Life Impact The University of Adelaide
Slide 40
Practical purposes
• Your own staff need to see a point in the activity
• It should lead to internal improvements
Slide 41
41
Life Impact The University of Adelaide
どうも有難う御座いました
Slide 42
Life Impact The University of Adelaide