Abstract

This chapter examines new and developing policies relating to continued professional development [CPD] in higher education institutions. Drawing on practices, policies and the development of CPD in higher education, the chapter is informed by a qualitative research study in one university. The author sets out the changing context before exploring some of the key tensions and debates related to the concept of CPD and its implementation higher education. The discussion highlights three interconnected areas of debate; issues related to the definition, content and focus of CPD; differences in the form and approach to what constitutes CPD activity; and the relationship between policy, implementation, and institutional and individual interests. The chapter concludes by examining the impact of these tensions and their implications for processes to embed the National Professional Standards for Teaching in Higher Education in the UK, this being of particular relevance to University staff studying the PGCert HE or equivalent.