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Articles

Assessing the impact of a university teaching development programme

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Pages 499-511 | Published online: 05 May 2011

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Gary Beauchamp, Sammy Chapman, Angelica Risquez, Susan Becaas, Cheryl Ellis, Michaël Empsen, Fiona Farr, Laüra Hoskins, Wouter Hustinx, Liam Murray, Steven Palmaers, Sinead Spain, Natalia Timus, Melanie White, Shona Whyte & Nick Young. (2024) Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team. Teaching in Higher Education 29:4, pages 1075-1091.
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Liz Thomas, Mark Warnes & Simon Pratt-Adams. (2023) Addressing the challenges of evaluating curriculum enhancement and learning development: an institutional case study using programme theory evaluation. Innovations in Education and Teaching International 0:0, pages 1-16.
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Tarja Tuononen, Heidi Hyytinen, Katri Kleemola, Telle Hailikari & Auli Toom. (2023) Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training. Teaching in Higher Education 0:0, pages 1-18.
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Margaret Jollands, Ieva Stupans & Brendan T. O’Connell. (2023) Towards an effective change framework for scholarly teaching in higher education professional degrees. Higher Education Research & Development 42:1, pages 111-125.
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Sally Patfield, Jennifer Gore, Elena Prieto, Leanne Fray & Kristina Sincock. (2022) Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice. International Journal for Academic Development 0:0, pages 1-16.
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Robert Cassidy & Arshad Ahmad. (2021) Evidence for conceptual change in approaches to teaching. Teaching in Higher Education 26:5, pages 742-758.
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Carter Bloch, Lise Degn, Signe Nygaard & Sanne Haase. (2021) Does quality work work? A systematic review of academic literature on quality initiatives in higher education. Assessment & Evaluation in Higher Education 46:5, pages 701-718.
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Sabine Fabriz, Miriam Hansen, Carmen Heckmann, Julia Mordel, Julia Mendzheritskaya, Sebastian Stehle, Lukas Schulze-Vorberg, Immanuel Ulrich & Holger Horz. (2021) How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge. Higher Education Research & Development 40:4, pages 738-752.
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Jörgen Ödalen, Douglas Brommesson, Gissur Ó. Erlingsson, Johan Karlsson Schaffer & Mattias Fogelgren. (2019) Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities. Higher Education Research & Development 38:2, pages 339-353.
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Carly Steyn, Clint Davies & Adeel Sambo. (2019) Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students. Assessment & Evaluation in Higher Education 44:1, pages 11-24.
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Jorge Marchant, Carlos González & Jaime Fauré. (2018) The impact of a university teaching development programme on student approaches to studying and learning experience: evidence from Chile. Assessment & Evaluation in Higher Education 43:5, pages 697-709.
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Deborah S. Meizlish, Mary C. Wright, Joseph Howard & Matthew L. Kaplan. (2018) Measuring the impact of a new faculty program using institutional data. International Journal for Academic Development 23:2, pages 72-85.
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Jennie Winter, Rebecca Turner, Lucy Spowart, Reema Muneer & Pauline Kneale. (2017) Evaluating academic development in the higher education sector: academic developers’ reflections on using a toolkit resource. Higher Education Research & Development 36:7, pages 1503-1514.
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Lucy Spowart, Jennie Winter, Rebecca Turner, Reema Muneer, Colleen McKenna & Pauline Kneale. (2017) Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’. International Journal for Academic Development 22:4, pages 360-372.
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Amani Bell & Rosina Mladenovic. (2015) Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development. Teaching in Higher Education 20:1, pages 24-36.
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Abby Cathcart, Dominique Greer & Larry Neale. (2014) Learner-focused evaluation cycles: facilitating learning using feedforward, concurrent and feedback evaluation. Assessment & Evaluation in Higher Education 39:7, pages 790-802.
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Jesús de la Fuente, Ana B. G. Berbén & Lucía Zapata. (2013) How regulatory teaching impacts university students' perceptions of the teaching-learning process: The role of teacher training. Journal for the Study of Education and Development 36:3, pages 375-385.
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Mari Murtonen, Tahani Z. Aldahdouh, Henna Vilppu, Nguyen Thi Thu Trang, Jere Riekkinen & Jan D. Vermunt. Importance of regulation and the quality of teacher learning in student-centred teaching. Teacher Development 0:0, pages 1-19.
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Tahani Z. Aldahdouh, Mari Murtonen, Jere Riekkinen, Henna Vilppu, Trang Nguyen & Petri Nokelainen. (2023) University teachers’ profiles based on digital innovativeness and instructional adaptation to COVID-19: Association with learning patterns and teacher demographics. Education and Information Technologies 28:11, pages 14473-14491.
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Neea Heinonen, Nina Katajavuori, Mari Murtonen & Ilona Södervik. (2022) Short pedagogical training in supporting university teachers’ professional vision: A comparison of prospective and current faculty teachers. Instructional Science 51:2, pages 201-229.
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Loredana Perla, Viviana Vinci & Alessia Scarinci. 2023. Higher Education Learning Methodologies and Technologies Online. Higher Education Learning Methodologies and Technologies Online 304 314 .
Loredana Perla. 2022. Educazione degli Adulti: politiche, percorsi, prospettive. Educazione degli Adulti: politiche, percorsi, prospettive 141 156 .
Patrick Baughan. 2020. Learning and Performance Assessment. Learning and Performance Assessment 880 894 .
Henna Vilppu, Ilona Södervik, Liisa Postareff & Mari Murtonen. (2019) The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations. Instructional Science 47:6, pages 679-709.
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Kirsten Hofgaard Lycke & Gunnar Handal. (2018) Kurs i universitetspedagogikk. Uniped 41:3, pages 189-205.
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Louise Ménard, Christian Hoffmann & Geneviève Lameul. (2017) Effets de la formation à l’enseignement sur les pratiques des nouveaux enseignants-chercheursThe effects of teacher training on the practices of new teacher-researchers. Recherche & formation:2, pages 125-140.
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Ingrid Čejková. (2017) Vysokoškolský učitel bez učitelského vzdělání: Problém, nebo výzva?. Pedagogická orientace 27:1, pages 160-180.
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Helen Boulton. (2017) Exploring the effectiveness of new technologies: Improving literacy and engaging learners at risk of social exclusion in the UK. Teaching and Teacher Education 63, pages 73-81.
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Patrick Baughan. 2017. Innovative Practices for Higher Education Assessment and Measurement. Innovative Practices for Higher Education Assessment and Measurement 333 347 .
Betina da Silva Lopes, Helena Pedrosa-de-Jesus & Mike Watts. 2016. Theory and Method in Higher Education Research. Theory and Method in Higher Education Research 1 22 .
Claire McAvinia, Roisin Donnelly, Orla Hanratty & Jen Harvey. 2016. Professional Development and Workplace Learning. Professional Development and Workplace Learning 1847 1866 .
Daniela Vidal-Moscoso & Leonardo Manriquez-López. (2016) El docente como mediador de la comprensión lectora en universitarios. Revista de la Educación Superior 45:177, pages 95-118.
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Alenoush Saroyan & Keith Trigwell. (2015) Higher education teachers’ professional learning: Process and outcome. Studies in Educational Evaluation 46, pages 92-101.
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Denise Chalmers & Di Gardiner. (2015) An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation 46, pages 81-91.
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Claire McAvinia, Roisin Donnelly, Orla Hanratty & Jen Harvey. 2015. New Voices in Higher Education Research and Scholarship. New Voices in Higher Education Research and Scholarship 251 270 .
Martyn Stewart. (2014) Making sense of a teaching programme for university academics: Exploring the longer-term effects. Teaching and Teacher Education 38, pages 89-98.
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Katia Caballero Rodríguez. (2013) La formación del profesorado universitario y su influencia en el desarrollo de la actividad profesional. REDU. Revista de Docencia Universitaria 11:2, pages 391.
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Ariane Dumont, Jean-Moïse Rochat, Denis Berthiaume & Jacques Lanarès. (2014) Les effets de l’EEE sur le développement professionnel des enseignants et l’expérience d’apprentissage des étudiants. Mesure et évaluation en éducation 35:3, pages 85-115.
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