Grounding continuous professional development (CPD) in teaching practice

Abstract

Managerialism doesn't work in Higher Education, but collegiality does. (Ramsden, 2004)

This article argues that developing a team‐based approach to teaching and learning provides the basis for building commitment and continuous professional development in teaching practice among staff in higher education. A team approach that is grounded in practice leads to open communication and opportunities for formal and informal professional development. The article presents a case study based on an undergraduate level‐one marketing module and reports on the experiences of the teaching team over three years. Key issues faced by the module leader and teaching colleagues are discussed. The approaches adopted have been successful in focusing attention on student learning, leading to more continuous professional development.