The Long-Term Effects of Educational Development Programmes

This book investigates the long-term effects of educational development (ED) programmes on teaching perceptions and practices. The research draws comparisons between an ED programme at a university in the United Kingdom dedicated to advancing teaching, an international university where high-quality education is central to its mission, and two universities in Central and Eastern Europe with an ambition to rise in rankings and attract international students. It examines collaboration, trusting relationships and leadership as key drivers of effective practices. The book is a valuable resource for researchers, educational developers and higher education leaders .

Adopts a holistic and critical approach to examining the long-term outcomes of ED programmes Provides insights into factors that shape the effectiveness of educational development (ED) programmes Offers a strategic perspective that extends beyond the immediate and day-to-day work of higher education professionals

Autorentext

Gabriela Pleschová is Associate Professor in Education and Head of the Centre for Scholarship and Teaching at Comenius University Bratislava, Slovakia.

Inhalt

Section I. Educational development programmes and the change they are hoped to foster.- Chapter 1. Student-centred learning and reflective teaching.- Chapter 2. Design of research on the long-term impact of four educational development programmes.- Section II. Four case studies.- Chapter 3. A university committed to transforming how students learn in the region: Central European University.- Chapter 4. A fast-growing, ambitious university: Masaryk University.- Chapter 5. An institution that trains both scholars and teachers: The Slovak Academy of Sciences.- Chapter 6. A university that holds the Gold for teaching: Nottingham Trent University.- Section III. The long-term effects of ED programmes on programme graduates.- Chapter 7. Four paths of higher education teachers.- Chapter 8. Student-centred and reflective teaching of ED programme graduates five and more years on.- Section IV. Factors influencing programme effects.- Chapter 9. Teaching collaboration.- Chapter 10. Trusting relationships of ED programme graduates.- Chapter 11. ED programme graduates serving as educational leaders.- Section V. Conclusions.- Chapter 12.The implications of this study for educational development, institutional practice and research. <p