Bamber, Veronica (2009) Framing development: concepts, factors and challenges in CPD Frameworks for academics. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education , 4 (1). pp. 4-25. ISSN 1750-8428
![[img]](/style/images/fileicons/application_pdf.png)
| PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader 242Kb |
Official URL: http://www.pestlhe.org.uk/index.php/pestlhe/article/view/63
Abstract
The National Pay Framework in UK universities has brought not only new pay arrangements, but the expectation that reward, recognition and appraisal systems will also be ‘modernised’, and that frameworks for staff development will connect in with these. This paper considers whether generic continuing professional development (CPD) frameworks are appropriate for academic activities, and contributes to the debate on reward and recognition for teaching. Finally, the paper offers recommendations on what CPD frameworks might look like in university cultures in which academics still expect autonomy and discretion over their own deve
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | CPD, academic development |
| ID Code: | 610 |
| Deposited On: | 10 Oct 2009 13:32 |
| Last Modified: | 19 Nov 2009 13:52 |
Repository Staff Only: item control page