Recommendations

The three-stranded professional development framework proposed presents considerable challenges relating to how to translate it into a meaningful and engaging set of activities and support that facilitate:

• effective programme leadership
• meaningful personal and professional development planning, including learning and development alongside carrying out relevant tasks
• the identification of the professional development needs of individuals and choice in how to address those needs
• the development of capable, coping and motivated staff
• continuous enhanced curriculum design and delivery, including the promotion of well-designed and engaging programmes of study
• action-orientated formal and informal activities and mechanisms
• enhanced student learning, experience and performance
• institutional learning and sharing of good practices.

A key piece of information gained from the environmental scanning undertaken in the course of this work was the number of institutions that were considering developing formal professional development for PLs. In most cases, this work was being led by professional development specialists (both centrally based and locally based within academic departments) and the recommendations listed here are written largely with this group of professionals in mind. However, the authors are mindful that any programme of activity will necessarily bring together content and contributors from a range of specialisms across an institution. Despite this breadth, the recommendations are written from the viewpoint that professional development specialists are most likely to be the co-ordinating and driving force behind the design and development of a formal professional development programme. This does not imply, however, that professional developers are wholly responsible. It is intended to help institutions move towards the more formal end of Cowan & Heywood’s (2001) continuum for curriculum development renewal process.

Based on the professional development framework proposed, the authors recommend that the design and delivery of programme leader professional development should:

a) Reflect and be sensitive to both local and institutional ethos, culture and priorities.

Professional development needs to be able to accommodate intra-university variations in the programme leader role.

b) Be customisable to the development needs of individuals as far as possible.

If programme leaders – either experienced or inexperienced – are to want to ‘sign up’ to any professional development, they need to feel that what is being suggested is relevant to them. It is essential that the challenges faced by staff moving from an academic role to that of programme leader are recognised and supported (Blackmore & Blackwell 2006).

Customisation can be facilitated through mentoring opportunities, action learning approaches and peer-learning activities. Development needs analysis should be facilitated through self-reflection and formal professional review activity within academic departments. It is recognised, however, that customisation may be limited due to resource constraints.

c) Promote ongoing development opportunities that allow staff to demonstrate their strengths as well as identify their needs.

Professional development should support individuals in gaining self-awareness and well-founded confidence in their skills, attributes and achievements. In turn, this should encourage them to recognise and value enhancement opportunities. Some institutions might develop relevant professional recognition and/or accreditation opportunities (by The Higher Education Academy or SEDA, for example). The professional portfolio of practice is designed to support any such individual and/or institutional strategy. 
 

d) Be used strategically in order to meet institutional and local needs.

Professional development, for example, should ensure it enhances ongoing programme design/review/redesign through collective problem solving and meaningful consultation.

e) Emphasise the value of developing motivated and high performing teams of staff.

Professional development needs to encourage a programme leader to understand their role in developing a community of academics who are all clear about the direction in which the programme team is going and feel motivated and supported in carrying out their own role within the team. It is vital that programme leaders recognise that it is the team’s responsibility continuously to enhance student learning, experience and performance.

f) Provide a variety of training and development opportunities to meet a range of preferred learning modes and styles.

This might include any combination of briefings, workshops, seminars, conferences, mentoring/shadowing, individualised learning activities, web-based activities, building professional portfolios of practice, and networking, showcasing and action-research activities.

g) Be supported by a comprehensive Programme Leader Resource, which brings together a range of required underpinning knowledge.

This resource could be used either online or in hard copy, but would act as the first point of reference with respect to how the university operates and what a programme leader does, including key timescales and where to go for help and advice.

h) Promote the sharing of good practice opportunities for discussion and relevant action.

One of the key considerations from the work of many academic colleagues – such as Ramsden (1998), Cowan & Heywood (2001) and Barnett & Coate (2005) – is the importance of ongoing peer support. Institutions should consider how this could be best done. Suggestions include conventional showcasing of good practices through both formal and informal fora, as well as encouraging communities of practitioners, both physical and electronic.   

i) Provide opportunities for transparent personal and professional development, including certification and/or accreditation for the professional activities undertaken wherever possible.

At a time when members of academic staff are being asked to promote PDP with students, it would be an ideal opportunity to encourage staff to feel the benefit of such activities. The encouragement of ongoing use of a professional portfolio (paper or electronic) could well help with this process.