Evidencing the impact of teaching-related CPD: Beyond the ‘happy sheets’

Lucy Spowart; Jennie Winter; Rebecca Turner; Reema Muneer; Colleen McKenna; Pauline Kneale

doi:10.1080/1360144X.2017.1340294

Evidencing the impact of teaching-related CPD: Beyond the ‘happy sheets’

Lucy Spowart^*, Jennie Winter, Rebecca Turner, Reema Muneer, Colleen McKenna, Pauline Kneale

^*Corresponding author for this work

University of Plymouth

Research output: Contribution to journal › Article › peer-review

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.

Original language	English
Pages (from-to)	360-372
Number of pages	13
Journal	International Journal for Academic Development
Volume	22
Issue number	4
DOIs	https://doi.org/10.1080/1360144X.2017.1340294
Publication status	Published - 28 Jun 2017

ASJC Scopus subject areas

Education

Keywords

Accountability
Continual professional development
Evaluation of impact
Evidenceinformed
Professionalisation of HE

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10.1080/1360144X.2017.1340294

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Evidencing the impact of teaching-related CPD: Beyond the ‘happy sheets’

Abstract

ASJC Scopus subject areas

Keywords

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