At the Faculty and Departmental Level

Centrally organised generic staff development programmes have a place in the effective provision of support for teaching and learning. Broad concepts, such as the notion of 'reflective practice' and the universal need for a 'learner focussed approach to teaching', can be presented and reviewed by participants. Significant cross-fertilisation of ideas and teaching skills and practices can take place across disciplines.

However, there is a growing body of evidence suggesting the need for additional development nearer the coal-face. "No matter what new ideas and ways of operating have been developed outside the immediate working environment, it is only there that they will be practiced and supported (or not)..." (Boud 1995). It is argued that faculty and department based development allows easier and more direct application of the knowledge and skills acquired and that it has the potential to bring about substantial 'cultural' change with respect to teaching. The value of what is gained from the 'local' teaching development activity is more apparent when fostered in context and related to the immediate teaching and learning situations in which staff are involved. Commitment to more effective teaching is likely to be greater when the issue is being addressed collectively within the discipline rather than individually by the enthusiast or newcomer. Quality of teaching at the 'lower end' is likely to be improved along with an encouragement of innovative excellence in those already doing a good job.

• Boud, D. (1995) 'Meeting the Challenges', in A. Brew, Directions in Staff Development, Buckingham: SRHE and OUP.

Giving a single tertiary teacher a crash course in lecturing skills is unlikely to be as effective as carrying out staff development with the whole department, in which questions of alternative teaching methods, educational aims, and individual skills would be considered, and supportive structures enacted.
(Biggs, 1993)