Future staff
EvidenceNet resources, events and networks
All of the content below can be accessed through . This is not intended to be a comprehensive bibliography but a selective list of resources, events and networks available on EvidenceNet, with an emphasis on recent, non-peer-reviewed, generic content. A wider range of material, both generic and discipline specific is available through EvidenceNet’s faceted search.
Resources
EvidenceNet summaries
Lucas L, Healey M, Jenkins A and Short C (2008); summary by Hodsdon L (2009)Academics' experiences and perceptions of "research" and "teaching"
Johnston V and Westwood J (2007); summary by Hodsdon L (2009) Academic leadership: Developing a framework for the professional development of programme leaders: a summary
Walker M (2008); summary by CHERI (2009) Ontology, identity formation and lifelong learning outcomes - Theorising the relationship between discipline-based research and teaching: a summary
Case studies
Moon J (2009) Making groups work : improving group work through the principles of academic assertiveness in higher education and professional development
Conference papers
Coombs S, Lewis M and Denning A (2007) Designing and evaluating impact evidences for the UK's TDA Postgraduate Professional Development programme
Atherton J, Hadfield P and Meyers R (2008) Threshold concepts in the wild
Rege Colet N (2009) The challenges of disciplinary boundaries: An interdisciplinary framework for educational development in higher education
Toolkits
Greenwood M (2009) Research and Scholarly activity resource - guidance for staff delivering HE in FE
Warwick P (2007) Reflective practice : some notes on the development of the notion of professional reflection
Development project reports
Campbell F (2007) Promoting and encouraging the effective use of the student voice to enhance professional development in learning, teaching and assessment within higher education
Rea T ‘Accredited Continuing Professional Development : the motivational and inhibiting factors affecting the completion of courses by teachers ‘
Pill A The enabling school : within school factors that may support teachers in completing postgraduate professional development activity
Phil Gravestock ‘Disability CPD: continuing professional development for staff involved in the learning and teaching of disabled students’
Lucas L (2008) Developing teaching and learning programmes for new lecturers in higher education to allow for exploration of the link between research and teaching : a collaborative UK / Canadian project
Research reports
Comber D and Walsh L (2008) Enhancing educational development for new academic staff through the inclusion and comparison of disciplinary pedagogies
Fellows S (2005) Workplace Learning: Evidence through reflection and evaluation
Hay D (2009) Developing Academic Development
Johnston V and Westwood J (2007) Academic leadership: Developing a framework for the professional development of programme leaders; EvidenceNet summary also available
Journal articles
Arthur L (2009)From performativity to professionalism: lecturers' responses to student feedback
Blackmore J (2009) Academic pedagogies, quality logics and performative universities: evaluating teaching and what students want
Kahn P (2009) Contexts for teaching and the exercise of agency in early-career academics: perspectives from realist social theory
Workman B (2007)Using work based learning and accreditation to recognise continuous professional development
Brand A (2007) ‘The long and winding road: professional development in further and higher education’
Trevitt C and Perera C (2009) Self and continuing professional learning (development): issues of curriculum and identity in developing academic practice
Stark S (2006) Using action learning for professional development
Vogel M (2009) The professionalism of professors at German Fachhochschulen
Wareing S (2009) Disciplines, discourse and Orientalism: the implications for postgraduate certificates in learning and teaching in higher education
Networks
Inquiring Pedagogies:
iPED (inquiring pedagogies) is a higher education research network and emergent web-based community which facilitates research into teaching and learning, and international interaction amongst practice-based scholars, academic developers and innovators, leaders and managers.