University of Hertfordshire

From the same journal

From the same journal


  • 902913

    Accepted author manuscript, 129 KB, PDF document

  • Patricia Wood
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Original languageEnglish
Pages (from-to)12-21
JournalJournal for the Enhancement of Learning and Teaching
Publication statusPublished - 2008


Continuing professional development (CPD) in higher education is an area of growing interest, debate and research, not only for individual lecturers, but also educational developers, professional bodies and institutions worldwide. This article outlines the first part of a qualitative study, using semi-structured interviews, which explored nursing and midwifery lecturers’ engagement in CPD. The second part of the study (not reported here) explored the impact of CPD. The findings have similarities with other studies in that CPD was found to be a
complex phenomenon that held different meanings for individuals. Motivations to
undertake CPD were identified as being both intrinsic and extrinsic, as were barriers to engaging in it. Future investigations could consider the relationship of CPD to the ‘dual’ professional roles held by many in academia and the development of a scholarly approach to CPD in higher education.

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