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Direct linkVan Waes, Sara; Van den Bossche, Piet; Moolenaar, Nienke M.; De Maeyer, Sven; Van Petegem, Peter – Higher Education: The International Journal of Higher Education Research, 2015
Research into faculty members' instructional development has primarily focused on individual skills and knowledge. As collegial interactions may support or constrain faculty's professional development in higher education, this study compared and contrasted the networks of faculty members in different stages of instructional development (novice,…
Descriptors: Instructional Development, College Faculty, Social Networks, Beginning Teachers
Visser-Wijnveen, Gerda J.; Stes, Ann; Van Petegem, Peter – Teaching in Higher Education, 2014
The motivation to teach is a powerful, yet neglected, force in teaching at institutes of higher education. A better understanding of academics' motivations for teaching is necessary. The aim of this mixed-method study was to identify groups with distinctively different motivations for teaching. Six clusters were identified: expertise, duty,…
Descriptors: Cluster Grouping, Teaching (Occupation), Mixed Methods Research, Expertise
Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter – British Journal of Educational Psychology, 2012
Background: Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. Aims: The impact of an instructional…
Descriptors: Evidence, Instructional Development, Higher Education, Quasiexperimental Design
Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter – Teaching in Higher Education, 2012
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students' learning outcomes. We also explore whether this impact is dependent on class size and student level.…
Descriptors: Higher Education, College Faculty, Class Size, Quasiexperimental Design
Stes, Ann; Coertjens, Liesje; Van Petegem, Peter – Higher Education: The International Journal of Higher Education and Educational Planning, 2010
Although instructional development for teachers has become an important topic in higher education, little is known about the impact it has on daily teaching practice. The lack of systematic programme evaluation is an ongoing concern. In this study we investigate by use of a quasi-experimental design, the impact of an instructional development…
Descriptors: Instructional Development, College Instruction, Higher Education, Beginning Teachers
Stes, Ann; Min-Leliveld, Mariska; Gijbels, David; Van Petegem, Peter – Educational Research Review, 2010
In this article we give a systematic review of the nature and design of earlier research into the impact of instructional development in higher education. Studies are clustered on the basis of the level of outcome that was measured, meaning that another synthesis technique is used than in prior reviews related to the same topic. In addition, we…
Descriptors: Instructional Development, Higher Education, Program Effectiveness, Educational Research
Stes, Ann; Van Petegem, Peter – Educational Research, 2011
Background: Over the past decades, the issue of improving teaching in higher education has been seriously addressed. Centres for instructional development, aimed at enhancing teaching, have been set up in many countries. Instructional development for early career academics is perceived to be of particular importance. Given the considerable…
Descriptors: Instructional Development, Academic Achievement, Interviews, Program Effectiveness
