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

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.CAP13pub766pub

Framing development: concepts, factors and challenges in CPD Frameworks for academics.

The National Pay Framework in UK universities has brought not only new pay arrangements, but the expectation that reward, recognition and appraisal systems will also be 'modernised', and that frameworks for staff development will connect in with these. This paper considers whether generic continuing professional development (CPD) frameworks are appropriate for academic activities, and contributes to the debate on reward and recognition for teaching. Finally, the paper offers recommendations on what CPD frameworks might look like in university cultures in which academics still expect autonomy and discretion over their own deveCAPBamber, V (2002) To What Extent has the Dearing Policy Recommendation on Training New Lecturers Met Acceptance? Where Dearing Went that Robbins Didn't Dare. Teacher Development. 6 (3), 433-457 Bamber, V & Thomas, H (2007) Beyond PG Certs: how do we build professional development schemes for the on-going development of our staff involved in L&T? Conference of Educational Development Sub-Committee of Universities Scotland, Skye Framing Development: Concepts, Factors and Challenges in CPD Frameworks for Academics Full article 22 Becher, T (1999) Quality in the Professions. Studies in Higher Education, 24(2) Becher, T & Kogan, M (1980) Process and Structure in Higher Education. London: Heinemann Beck, J (2008) Governmental Professionalism: Re-Professionalising Or De-Professionalising Teachers In England? British Journal of Educational Studies, 56(2), 119-143 Blackler, F (1995) Knowledge, Knowledge Work and Organisations: An Overview and Interpretation. Organisation Studies (Issue 6) Blackmore, P. & Castley, A. (2006) Capability development in universities. London: Leadership Foundation for Higher Education Brookfield, S (1995) Changing the Culture of Scholarship to the Culture of Teaching: An American Perspective. In Schuller, T, ed (1995) The Changing University? Buckingham: SRHE and Open University Press Clark, B R (1983) The Higher Education System: Academic Organization in Cross-National Perspective. Berkley: University of California Press Cooke Report (2003) The Final Report of the Teaching Quality Enhancement Committee on the Future Needs and Support for Quality Enhancement of Learning and Teaching in Higher Education. Retrieved 10 February 2004 from http://www.hefce.ac.uk/learning/tqec/final.doc CVCP (Committee of Vice-Chancellors and Principals) (1987), Academic Staff Training: Code of Practice, CVCP Dallat, J & Rae, G (1993) Teacher Training for University Teachers? (in Ellis, R (ed) Quality Assurance for University Teaching, Guildford: SRHE & Open University Press Elton, L (2002) Dissemination: a Change Theory Approach. LTSN Generic Centre Report Eraut, M (1985) Knowledge Creation and Knowledge Use in Professional Contexts, Studies in Higher Education, Vol 10, No 2, 117-133 Farhan, F (2001) Continuing Professional Development: A Review of Pharmacy Continuing Professional Development. The Pharmaceutical Journal, 267(7171), 613-615 Friedman, A & Philips, M (2004) Continuing Professional Development: Developing a Vision. Journal of Education and Work, 17(3), 361 - 376 Bamber April 2009 23 Griffiths, S (1993) Staff Development and Quality Assurance (in Ellis, R (ed) Quality Assurance for University Teaching, Guildford: SRHE & Open University Press Hale, E (1964) Report of the Committee on University Teaching Methods ('The Hale Report'), London: HMSO Harvey, L & Knight, P T (1996) Transforming Higher Education. Buckingham: SRHE and Open University Press Higher Education Academy (2008) Professional Development and Recognition. Retrieved 3 October, 2008 from http://www.heacademy.ac.uk/ourwork/professional/recognition HEA: Higher Education Academy (2006) Professional Standards Framework Retrieved 13 October, 2007 from`http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStan dardsFramework.pdf ILTPG (Institute for Learning and Teaching Planning Group) (1998) Accreditation and Teaching in Higher Education (The Booth Report) Jackson, B (1997) Managing to Help Teachers Change: An Agenda for Academic Managers. In Armstrong, S, Thompson, G & Brown, S Facing up to Radical Changes in Universities and Colleges. London: Kogan Page and SEDA Jarratt Report, Steering Committee for Efficiency Studies in Universities (Chairman Sir Alex Jarratt) (1985) Report. London: CVCP Kogan, M, Moses, I & El-Khawas, E (1994) Staffing Higher Education: Meeting New Challenges, London: Jessica Kingsley Publishers Lave, J (1993) The practice of learning. In: Chaiklin, S & Lave, J. University Practice. Cambridge: Cambridge University Press LJMU (2007) CPD Framework Retrieved 1 Auguest, 2008 from http://www.ljmu.ac.uk/lid/ltweb/90593.htm MacDonald, L (2001) Initial Professional Development in Research-Intensive Universities, HESDA Briefing Paper 86: Sheffield McNay, I (1995) From the Collegial Academy to Corporate Entreprise: The Changing Cultures of Universities. In Schuller, T (ed) The Changing University? Buckingham: SRHE and Open University Press Framing Development: Concepts, Factors and Challenges in CPD Frameworks for Academics Full article 24 MacPherson, R J S (1997) The Centre for Professional Development at the University of Auckland: towards creating networks of moral obligations. International Journal of Educational Management. 11(6), 260-267 Megginson, D & Whittaker, V (2003) Continuous Professional Development. London: CIPD MMU: Manchester Metropolitan University (no date) CPD Framework. Retrieved 3 October, 2008 from http://www.cpd.mmu.ac.uk/?page_id=19 NCIHE (National Committee of Inquiry into Higher Education) (1997) Higher Education in the Learning Society. Committee chaired by Sir Ron Dearing. Retrieved 31 July 2004, from http://www.leeds.ac.uk/educol/ncihe Prosser, M., Rickinson, M., Bence, V., Hanbury, A. & Kulej, M. (2006) Formative Evaluation of Accredited Programmes. York: the Higher Education Academy. Retrieved 8 June, 2006 from http://www.heacademy.ac.uk/research/FormativeEvaluationreport.rtf Purdon, a (2003) A national framework of CPD: continuing professional development or continuing policy dominance? Journal of Education Policy, 18(4), 423 - 437 'Robbins Report': Committee on Higher Education (1963) Higher Education: Report of the Committeeappointed by the Prime Minister under the Chairmanship of Lord Robbins, London: HMSO Roscoe, J (2002) Continuing professional development in higher education. Human Resource Development International. 5(1), 3-9 Rothwell, A & Arnold, J (2006) How HR professionals rate 'continuing professional development'. Human Resource Management Journal. 15(3), 18-32 Royal Pharmaceutical Society of GB (2008) CPD for Pharmacists and Pharmacy Technicians in Great Britain. Retrieved 31 August 2008 from http://www.uptodate.org.uk/home/welcome.shtml Schon, D (1987) Educating the reflective practitioner: towards a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Schon, D (1983) The reflective practitioner: how professionals think in action. New York: Basic Books SEED: Scottish Executive Education Department (2000) A Teaching Profession for the 21st Century (The McCrone Report). Edinburgh: SEED Bamber April 2009 25 Seely Brown, J & Duguid, P (1996) Organizational Learning and Communities of Practice: Towards a Unified View of Working, Learning and Innovation. In Cohen, M D & Sproull, C S (eds) Organizational Learning, London: Sage UCEA: Universities and Colleges Employers Association (no date) Framework Agreement for the Modernisation of Pay Structures. Retrieved 2 October, 2008 from http://www.ucea.ac.uk/index.cfm/pcms/site.Pay_and_Conditions.Framework_Agreement.The_Fra mework_Agreement/ University of Essex Professional Development Framework (2007) Retrieved 3 October, 2008 from http://www.essex.ac.uk/ltu/pd/default.shtm Weick, K E (1976) Educational Organisations as Loosely Coupled Systems, Administrative Science Quarterly, 21(1), 1-194pub610pub

CPD frameworks for academics: gateway to success or the door to hell?

CAPpub852pu

Is There An Ideal Method For Evaluating New Lecturers?

This is the first SEDA Paper to be published on disk. It is a selection of articles from the first five years of Educational Developments. Around 157 substantial articles were published between 2000 and 2004 and the articles selected for this compendium are ones that will be most helpful for newcomers to staff and educational development. They will also be of interest to established educational developers as a record of significant changes and growth at this time. The articles are substantially as they were published in the magazine and the contributors are: Graham Badley, Roni Bamber, Helen Beetham, Glynis Cousin, Frances Deepwell, Lewis Elton, Graham Gibbs, Helen King, Ray Land, Haydn Mathias, Andrew Ravenscroft, Rhona Sharpe and Shn Wareing.CAPpub830pu

The world is watching this work

CAP9pub1001pub

Evaluating learning and teaching: institutional needs and individual practices

Rather than a rational, technical activity, evaluation reflects the socio-political dynamics of the evaluative context. This presents a challenge for universities and the individuals within them, who may assume that plans or policies for evaluation will result in straightforward outcomes. This small-scale study in one institution looks at the tensions between institutional evaluative needs and individual evaluative practices. The results indicate that for staff in the institution, evaluative activity is largely autonomous and self-driven, rather than following institutional policy. A discretionary framework for the evaluation of learning and teaching was developed which may be a useful tool for educational developers in their analysis of evaluative practice.CAPAllan, C. (2009). Changing the rules of engagement: down the disciplinary road. In Bamber, V., Trowler, P., Saunders, M., & Knight, P. Enhancing learning, teaching, assessment and curriculum in higher education: Theory, cases, practices. (pp. - ). Buckingham: Open University Press. Bailey, F. G. (1977). Morality and expediency: The folklore of academic politics. Oxford: Basil Blackwell. Ball, S. J. (1998). Big policies / small world: An introduction to international perspectives in education policy. Comparative Education, 34(2), 119-130. Bamber, V. (2002). To what extent has the Dearing policy recommendation on training new lecturers met acceptance? Where Dearing went that Robbins didn't dare. Teacher Development. 6(3), 433-457. Barnett, R. (2000). Realising the university in an age of supercomplexity. Buckingham: SRHE and Open University. Barnett, R. & Di Napoli, R. (2008). Changing identities in higher education: Voicing perspectives. London: Routledge. Biggs, J. B. (1999). Teaching for quality learning at university. Buckingham: SRHE and Open University Press. Clark, B. R. (1983). The higher education system: Academic organization in cross-national perspective. Berkley: University of California Press. Cowan, J. & George, J. (1997). Formative evaluation, bordering on action research. Open University in Scotland, Report 97/5. Cuthbert, R. (2011). Failing the challenge of institutional evaluation: how and why managerialism flourishes. In M. Saunders, P. Trowler, & V. Bamber, V. (Eds.) Reconceptualising evaluation in higher education: The practice turn. (pp. - ). Buckingham: SRHE and Open University Press. Deem, R. (1998). 'New managerialism' and higher education: The management of performances and cultures in universities in the United Kingdom. International Studies in Sociology of Education, 8(1), 47-70. Eraut, M. (1985). Knowledge creation and knowledge use in professional contexts. Studies in Higher Education, 10(2), 117-133. Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113-136. Filippakou, O. & Tapper, T. (2008). Quality assurance and quality enhancement in higher education: Contested territories? Higher Education Quarterly, 62(1-2), 84-100. George, J.W. & Cowan, J. (1999). A handbook of techniques for formative evaluation. London: Kogan Page. Gibbs, G. & Coffey, M. (2000). Training to teach in higher education: a research agenda. Teacher Development, 4(20), 31-44. Guba, E.G. & Lincoln, Y.S. (1992) Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. San Francisco: Jossey Bass. Harvey, L. & Knight, P. T. (1996). Transforming higher education. Buckingham: SRHE and Open University Press. Henkel, M. (1998) Evaluation in higher education: Conceptual and epistemological foundations. European Journal of Education, 33(3), 285-297. Kahn, P., Young, R., Grace, S., Pilkington, R., Rush, L., Tomkinson, B., & Willis, I. (2008). Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff. International Journal for Academic Development 13(3), 161-173. Kember, D., Leung, D.Y.P. & Kwan, K.P. (2002). Does the use of student feedback questionnaires improve the overall quality of teaching? Assessment and Evaluation in Higher Education 27(5), 411-425. Kleiman, P. (2009). Talking the talk, walking the walk: the work of an LTSN subject centre. In Bamber, V., Trowler, P., Saunders, M., and Knight, P. Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education: Theory, Cases, Practices (pp. - ). Buckingham: Open University Press. Knight, P. & Trowler, P. (2001). Departmental leadership in higher education. Buckingham: SRHE and Open University Press. Kogan, M. (2002). The role of different groups in policy-making and implementation: institutional politics and policy-making. In: Trowler, P. (Ed) Higher education policy and institutional change: Intentions and outcomes in turbulent environments (pp. 46 -63). Buckingham: SRHE and Open University Press. Lea, S.J. & Callaghan, L. (2008). Lecturers on teaching within the 'supercomplexity' of Higher Education. Higher Education, 55:171-187. McInnis, C. (1995). Less Control and More Vocationalism: The Australian and New Zealand Experience. In Schuller, T., (Ed) The changing university? (pp. 38-51). Buckingham: SRHE and Open University Press. McNay, I. (1995). From the Collegial Academy to Corporate Enterprise: The Changing Cultures of Universities. In Schuller, T. (Ed) The changing university? (pp. 105-115). Buckingham: SRHE and Open University Press. Middlehurst, R. (1995). Changing leadership in universities. In Schuller, T, (Ed) The Changing University? (pp. - ). Buckingham: SRHE and Open University Press. Neumann, R., Parry, S., & Becher, T. (2002). Teaching and learning in their disciplinary contexts: a conceptual analysis. Studies in Higher Education. 27(4), pp. 405-417 QAA (2008). Enhancement-led institutional review handbook: Scotland. (2nd edition) QAA 247 06/08. Retrieved January 7, 2011 from http://www.qaa.ac.uk/reviews/ELIR/handbook08final/ELIRHandbook2008.pdf QMU (2009a). Annual monitoring guidance notes. Retrieved January 7, 2011 from http://www.qmu.ac.uk/quality/fm/others.htm QMU (2009b). Sharing excellence in teaching: Peer observation. Retrieved January 7, 2011 from http://www.qmu.ac.uk/quality/qe/default.htm QMU (2010). Summary of quality assurance and quality enhancement procedures for taught programmes. Retrieved January 7, 2011 from http://www.qmu.ac.uk/quality/qa/overview.htm Schn, D. (1991). The reflective practitioner: How professionals think in action. New York: Basic Books. Sharp, N. (2009). Quality assurance for enhancement (keynote presentation). International network for quality assurance agencies in higher education (INQAAHE) conference 2009. QAA Retrieved September 9, 2011 from http://www.qaa.ac.uk/news/speeches/NS310309.asp Sporn, B. (1999). Adaptive university structures: An analysis of adaptation to socioeconomic environments of US and European universities. London: Jessica Kingsley Publishers Strathern, M. (2008). Knowledge identities. In Barnett, R. And Di Napoli, R. Changing identities in higher education: Voicing perspectives. (pp. - ). London: Routledge. Trowler, P. & Bamber, V. (2005) Compulsory higher education teacher education: joined-up policies; institutional architectures; enhancement cultures. International Journal for Academic Development, 10(2), 79-93. Trowler, P. (Ed) (2002). Higher education policy and institutional change: Intentions and outcomes in turbulent environments. Buckingham: SRHE and Open University Press. Worthington, F. & Hodgson, J. (2005). Academic labour and the politics of quality in higher education: a critical evaluation of the conditions of possibility of resistance. Critical Quarterly, 47 (1-2), 97-11017pub2431pub

Evidencing the value of educational development: Charting a course on the waves and winds of change

Across higher education, educational developers and theirsupporting campus communities are being called upon to scale up evidence-informedpractices, to enhance student experiences, and to document the changes. Thisarticle builds on the work of scholars who have taken up this evaluativechallenge, by examining varied aspects of the evidencing process using anadaptation of Saunders’s (2000) RUFDATA framework for evidencing value.Reflections on emerging patterns and tensions in the evidencing of educationaldevelopment are subsequently discussed. We argue for making evidencing value apurposeful and intentional process, and we chart a path forward for creatingand implementing a vision for the age of evidence.https://doi.org/10.3998/tia.171542pubpub

Learning and Teaching, Disciplines and Social Practice Theory

LondonCAPpub2463pu

How can we educational developers effectively coax change down our institutional stairs?

CAPpub1062pu

Integrating languages into the curriculum: business for non-business linguists.

CAPpub935pu