Using social realist theory and critical discourse analysis, this article examines a number of discourses which construct academic staff attitudes to teaching and learning in their disciplines. It seeks to explain academics' resistance to engaging in activities aimed at professionalising academic practice. The research described in the article…

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to…

Professional development of generic black academic staff in South African higher education is viewed against the background of increased emphasis on open dialogue and concern for upward mobility in academe. Open dialogue and liberation create new expectations and challenges for staff. This article describes professional development of academics…

Examines perceptions of roles and responsibilities in primary and secondary initial teacher education following a sustained period of increase in the involvement of schools. Reports findings from a survey of higher education staff, school-based mentors, and student teachers, that sought information about their perceptions of roles and…

This study surveyed fund raising professionals concerning the reading materials that they felt were important in the preparation of fund-raising executives. Each of the 39 individuals surveyed was asked to name five readings. A total of 80 different items were identified, of which 7 were identified as important by 20 or more respondents. These…

This newsletter presents a brief summary of central findings of a national survey designed to gather a systematic profile of the range and type of telecommunications activities being conducted by teachers for professional development or student learning. Responses were received from 550 of the 1,100 educators who were contacted through…