In this brief reflection, I discuss how trust is integral to our approach to academic development. The value of engaging with an academic development programme is not only gained knowledge and skills of academic practice and increased trust in self and being trusted as an expert in return. We develop participants' trust in their own judgements and…

This report is based on qualitative research conducted between October and November 2024 under the Erasmus+-funded project "Staff development in teaching at European universities" (STAFF-DEV). Four focus groups were organised involving 16 higher education staff representing 16 different Higher education Institutions and 10 different…

The experience of the COVID-19 lockdown has suddenly accelerated the awareness process of the entire university faculty about the need to hybridise their teaching with digital tools (Trentin, Bocconi 2015; Perla, Scarinci, Amati 2021) transforming traditional scholarship of the Italian University in a gigantic field of experimentation of…

This article leverages the literature to examine and uncover strategies and methodologies to assist and empower business professors in achieving excellence in teaching. A content analysis of 13 recent (2020-2022) empirical studies revealed 78 qualities/characteristics of excellent college teaching. A ranking model for the 13 articles was created…

The academic voice related to learning and teaching (L&T) professional development (PD) is an important consideration in supporting universities' pursuit of improving their teaching as a core function of their mission. Framed by a typology of L&T PD in Australian universities, this paper reports on a study that investigated academics'…

The purpose of this case study was to investigate the perception and experience of ten new faculty member participants in paired teaching. Along with providing evidence for paired teaching as an avenue for professional development in higher education, the study provides experiential narratives of paired teaching relationships as an illustration of…

The purpose of this qualitative case study was to explore faculty engagement with Universal Design for Learning (UDL) in the college classroom. Specifically, this study sought to uncover how instructors of record of Middleview University (MU) use and experience UDL-based tools and pedagogy. The lived experiences of the participants were examined…

As technology integration advances, higher education institutions (HEIs) are experiencing varying degrees of digitalization of their systems, processes and services. This qualitative study explores the status of technology integration and the digital infrastructure of five higher education institutions within the Caribbean. It seeks to answer…

We, as two instructors in Business and Education, sought to explore the research question: is student learning impacted when instructors engage in peer-to-peer mentoring focused on improving understanding of experiential education and active learning in the post-secondary classroom? Within a sociological intrinsic case study framework, we began by…

This paper offers reflections on the role of context for teaching development programmes, stimulated by participating in European staff mobility. It is presented in two parts. Part 1 discusses the differences between the national and institutional contexts encountered during a UK-German partnership, as case studies of the varying contexts in which…

Student development of critical consciousness is essential in higher education if we are to promote civic engagement and educate students to be constructive global citizens. Research on consciousness raising reveals that instructors who have done due diligence in developing their own critical consciousness are best equipped to promote its…

This qualitative research study aimed to discover what obstacles and supports community college teachers in science, technology, engineering, and mathematics (STEM) face when teaching critical-thinking skills in their courses. The research was conducted using a basic qualitative research design that employed interviews to learn about the…

This study investigated the process through which 32 university instructors went through as they took part in a year-long online excellence academy intended to improve their course delivery skills. For 3 years, the course enrolled a pilot cohort followed by 2 regular classes. The study analyzed benefits the academy provided to participants and…

This study draws upon faculty interviews conducted in 2019 and 2021 to document dramatic shifts in primary source instruction of undergraduate students during the COVID-19 pandemic. Synthesizing these data, it analyzes how faculty cultivated pedagogical practice, developed practical approaches to teaching with primary sources, and adjusted goals…

The United Kingdom Professional Standards Framework (UKPSF) is a national framework that aims to enhance and raise the status of teaching and supporting learning in Higher Education (HE). This paper provides an overview of the adoption and an indication of the impact of Higher Education Academy (HEA) Fellowships through a document review and a…