University of Hertfordshire

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Original languageEnglish
Pages (from-to)17-35
Number of pages18
JournalProfessional Development in Education
Volume40
Issue1
Early online date24 May 2013
DOIs
Publication statusPublished - 1 Jan 2014

Abstract

This article is based on findings from the evaluation of a project established to enhance learning and teaching in higher education. This project took place within the University of Hertfordshire School of Education in England through the Change Academy for Blended Learning Enhancement (CABLE) project, the university version of the UK Higher Education Academy and Joint Information Systems Committee Pathfinder programme. The purpose of the project within the school was to increase the support for students’ reading at master’s degree level. The evaluation approach for the project was based on RUFDATA, which provides a framework for evaluation activity. Stakeholders’ reflections on the process and outcomes of the project included the contribution it had made to teaching and learning, and the opportunities it had provided for personal and professional learning and development. The CABLE project is one example of the many funded projects that are a common feature in higher education settings; all potentially of value for individual, team and organisational learning. In this article, the findings from the evaluation are used to suggest some questions that might be asked in future projects to prospectively and proactively identify opportunities for individual professional learning and development.

Notes

This is an accepted manuscript of an article published by Taylor & Francis Group in Professional Development in Education on 1 January 2014, available online at: https://doi.org/10.1080/19415257.2013.794747.

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