Location of Repository

Evaluating lecturer development programmes: received wisdom or self-knowledge?

By Veronica Bamber

Abstract

This paper argues that lecturer development programmes can best be evaluated by theory-informed, contextualised evaluations involving a structured approach. The self-knowledge obtained by course teams who engage with such an approach outweighs wisdom received from external evaluators within large-scale evaluation initiatives, although these can provide a useful backdrop. Since lecturer development programmes are change initiatives, the theory of change is an important starting point. The paper considers published evaluations of programmes, and outlines the evaluation processes in one case institution. A structured approach, using an evaluation framework, is suggested. Although many of the examples are UK-based, the approaches described will be relevant more broadly, and lessons for evaluators are outlined

Publisher: Routledge
Year: 2008
OAI identifier: oai:eresearch.qmu.ac.uk:766

Suggested articles

Preview

Citations

  1. (1998). A conceptual change approach to staff development: A model for programme design. Paper presented at 2 nd ICED Conference,
  2. (1998). A conceptual change approach to staff development: A model for programme design. Paper presented at 2nd ICED Conference,
  3. (1991). A performance indicator of teaching quality in higher education: the Course Experience Questionnaire, doi
  4. (2003). A typology of research purposes and its relationship to mixed methods.
  5. (2007). Available at http://www.leeds.ac.uk/educol/ncihe (last accessed 31
  6. (1999). Changing academic work: Developing the learning university. doi
  7. (1996). Changing approaches to teaching: A relational perspective. doi
  8. (1997). Committee of Inquiry into Higher Education
  9. (2005). Compulsory higher education teacher education: Joined-up policies; institutional architectures; enhancement cultures. doi
  10. (2002). Continuing professional development of academic teachers through self-initiated learning. doi
  11. (2001). Devising the evaluation strategy for a mental health training programme. doi
  12. (2000). Do initial training courses have an impact on university teaching? The evidence from two evaluative studies of one course. doi
  13. (2008). Educational development in the United Kingdom. Report for the Heads
  14. (1979). Identifying distinctive approaches to studying. doi
  15. (1995). Knowledge, knowledge work and organisations: An overview and interpretation. doi
  16. (1992). Learning to teach in higher education. doi
  17. (2000). Lecturers' approaches to their teaching and their relationship to conceptions of good teaching. doi
  18. (2002). Measuring Teachers‟ Repertoire of Teaching Methods. Assessment & Evaluation in Higher Education. doi
  19. (2006). New lecturer development programmes: A case study of Scottish higher education institutions. doi
  20. (1995). Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families. In
  21. (1980). Process and structure in higher education. doi
  22. (1997). Realistic evaluation. doi
  23. (2000). Reflection: Issues related to improving professors' teaching and students' learning. doi
  24. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. doi
  25. (2006). Report: Formative evaluation of accredited programmes. York: The Higher Education Academy.
  26. (1982). SEEQ: A Reliable, Valid, and Useful Instrument for Collecting Students' doi
  27. (1999). Teaching for quality learning at university. doi
  28. (2006). The effects of postgraduate certificates: A report to the project sponsors and partners. Milton Keynes: The Open University.
  29. (2000). The evaluation of educational innovation. doi
  30. (2007). The impact of a teaching in Higher Education scheme on new lecturers' personal epistemologies and approaches to teaching. In
  31. (1998). The impact of educational development workshops on teachers‟ doi
  32. (2004). The Impact Of Training Of University Teachers on their Teaching Skills, their approach to teaching and the approach to learning of their students. doi
  33. (1983). The Reflective Practitioner. How professionals think in action, doi
  34. (1992). TheAacademic Motivation Scale: A measure of intrinsic, extrinsic and amotivation in education. doi
  35. (2002). To what extent has the Dearing Policy Recommendation on Training New Lecturers met acceptance? Where Dearing went that Robbins didn‟t dare. doi
  36. (2000). Traiing to teach in higher education: a research agenda. doi
  37. (2000). Training university teachers: Theory and evidence.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.