Continuing professional development in higher education

Abstract

Continuing professional development (CPD) is recognized as a 'good thing' by all professionals to ensure that good practice is maintained and that new developments are monitored and assimilated. For those engaged in higher education there is an additional dimension in that CPD has two aspects. One is the subject matter and the second is helping others to learn. The practicalities of developing and using a CPD scheme can prove to be a struggle for both professional bodies and their members, and many CPD schemes seem to have lost sight of the purpose and outcomes of CPD. The aim of this article is to reflect upon the approaches to CPD currently in use and explore the underlying assumptions and issues that need to be considered as part of the debate around CPD schemes. A scheme is currently being prepared for the Institute of Learning and Teaching (ILT) that draws membership from staff in UK higher education. The article concludes by suggesting features to be included in the ILT scheme.