Continuous Professional Development for Dual Professionals: Introducing CPD in a University Setting

By Barbara Dexter.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Although the National Committee of Inquiry into Higher Education in 1997 (NCIHE, 1997) reported that the aim of higher education should be “to sustain a learning society”, it is only recently that the Higher Education Academy (HEA) in the U.K. has published its Professional Standards Framework. As teachers, we advocate and are actively involved in ‘lifelong learning’ for others, but how many of us actually practise it? Reflective practice, continuous improvement, and knowledge management should be more than areas of curriculum. It has been argued (Dexter, 2003) that effective teaching requires ongoing learning, research and reflection, through Continuous Professional Development (CPD). Many teachers in HE act as dual professionals and undertake CPD for their subject profession. HEA professional standards now offer a formal framework for the ‘teacher’ professional. The HEA has initiated a pilot study into CPD and The University of Derby is part of this pilot. It has developed a CPD policy, including a practice cycle, a strategy for resourcing and a framework for recording, building in opportunities for evaluation of the process. An action research project is being undertaken to explore issues relating to CPD introduction. This paper will be presented as ‘work-in-progress’ and report on initial findings.

Keywords: Continuous Professional Development, Action Research

The International Journal of Interdisciplinary Social Sciences, Volume 2, Issue 4, pp.21-32. Article: Print (Spiral Bound). Article: Electronic (PDF File; 644.215KB).

Dr. Barbara Dexter

Senior Teaching Fellow, Faculty of Business, Computing and Law, University of Derby, Derby, Derbyshire, UK

Barbara’s work experience includes the civil service, I.B.M., business and accounting consultancy through her own practice, and teaching and management roles in both Further and Higher Education. Her current role is one of academic leadership for the Faculty, together with contributing to university strategy development and implementation in matters relating to teaching & learning. She is an advocate of high-quality research underpinning teaching and is Chair of the Faculty Learning, Teaching & Assessment Research Group. Her own research interests are eclectic and cover management development, 360 diagnostics, Continuous Professional Development, gender, leadership and careers, with numerous national and international conference and journal publications. She has co-authored two recent book chapters; one on the impact of management development and the other on the career choices of MBA students.

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