ORCID
- Rebecca Turner: 0000-0003-3953-618X
- Pauline Kneale: 0000-0002-3945-0469
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.
DOI Link
Publication Date
2017-06-29
Publication Title
International Journal for Academic Development
Volume
22
Issue
4
ISSN
1360-144X
Acceptance Date
2017-01-14
Embargo Period
2018-12-29
Keywords
Accountability, Continual professional development, Evaluation of impact, Evidenceinformed, Professionalisation of HE
First Page
360
Last Page
372
Recommended Citation
Spowart, L., Winter, J., Turner, R., Muneer, R., McKenna, C., & Kneale, P. (2017) 'Evidencing the impact of teaching-related CPD: Beyond the ‘happy sheets’', International Journal for Academic Development, 22(4), pp. 360-372. Available at: 10.1080/1360144X.2017.1340294
