Doing your research project. A guide for first-time researchers

The final theme throughout the book was that of the need to develop staff to achieve excellence in their teaching practice. The recurring recommendation was that staff development should be more collaborative (e.g., peer observations) and less competitive (e.g., fellowship schemes). Collaborative forms of professional development promote a sense of belonging to the university community and space for the continuous reflection and sharing of ideas that aid individuals in reviewing their everyday practice. By contrast, competitive forms of professional development are often an exercise in completing paperwork and collecting evidence that is not shared with the greater university community, thus promoting short-term individual development. The authors advise that the recognition and support provided through professional development opportunities may not necessarily increase teaching excellence. However, they note that it raises the profile of university teaching on campuses and encourages professional learning and action research, which they suggest could enhance the quality of teaching and learning.