Does Accredited Professional Development for Academics Improve Teaching and Learning in Higher Education?

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Author(s): Claire McAvinia (Dublin Institute of Technology, Ireland), Roisin Donnelly (Dublin Institute of Technology, Ireland), Orla Hanratty (Dublin Institute of Technology, Ireland)and Jen Harvey (Dublin Institute of Technology, Ireland)
Copyright: 2015
Pages: 20
Source title: New Voices in Higher Education Research and Scholarship
Source Author(s)/Editor(s): Filipa M. Ribeiro (University of Porto, Portugal), Yurgos Politis (University College Dublin, Ireland)and Bojana Culum (University of Rijeka, Croatia)
DOI: 10.4018/978-1-4666-7244-4.ch013

Keywords: Education / Higher Education / Information Science Reference

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Abstract

The authors are part of a team delivering accredited programmes in teaching at tertiary level, and have collaborated to examine the impact of their work and that of the team over more than ten years in this area: whether accredited professional development programmes for academics have improved teaching—and students' learning—in higher education. A review of the literature is presented, along with new research undertaken in their home institution. The authors' findings from both the literature and their most recent research indicates a range of benefits for higher education in providing and supporting accredited programmes for educators. However, they have also identified methodological issues in measuring these benefits and impact overall. The chapter discusses this work and connects it with the broader themes of this book. The authors emphasise the importance of effective teaching in the midst of the many complex changes influencing higher education at this time.

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Does Accredited Professional Development for Academics Improve Teaching and Learning in Higher Education?

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