Continuing Professional Development (CPD) of lecturers in the natural sciences: Enhancing the quality of learning

Abstract

Continuing Professional Development (CPD) is often seen as a miracle cure to ensure competence, accountability, professionalism and lifelong learning in professions. However, critics warn that unless the quality of the learning that takes place in CPD can be ensured, it will not live up to expectations. This article focuses on six principles that can serve to enhance the quality of learning in CPD of lecturers in the natural sciences. It presents CPD as a viable option to promote professional excellence. A study amongst lecturers in the natural sciences at the University of Stellenbosch is used to underscore the principles presented in this article.

Continuous professional learning in private higher education: Making a case for distributed leadership

“…Her design of teaming up lecturers from various disciplines succeeded to not only integrate subject knowledge with teaching principles better, but also to spread the school-specific way of teaching as navigation through a wider group of staff. The literature repeatedly refers to the importance of practitioners managing themselves (Frick and Kapp 2006;Mohrman, Mohrman and Odden 1997). Three of the four academic campus managers in this study mentioned that they prefer lecturers being independent and able to manage their students independently.…”

“…Earlier, James (1997) observed that "... [a university] cannot literally develop people; rather, people are the university, and it is their learning and its influence within a social context that modifies the university's goals, priorities and strategies for action" (James 1997). Frick and Kapp (2006) also underscore a holistic approach to professional learning as a way of synergising efforts between the university and its academic staff complement.…”

“…These include pedagogical and andragogical knowledge, a sound knowledge of disciplinary content, and excellent skills to facilitate learning. Academics should also be good communicators with a sound understanding of academic ethics and positive attitudes towards lifelong learning (Frick and Kapp 2006).…”

The Professional Development of Academics

“…Noteworthy contributions from an Australian perspective were produced by Kirkpatrick (2001), Kandlbinder (2003) Bitzer and Kapp (1998) are noted, as well as some articles on the topic (Volbrecht 2003;Quinn 2003;Frick 2007;Frick and Kapp 2005, 2006a, 2006b, 2006c, 2006d. The audit completed by Moyo, Donn and Hounsell (1997) on academic development and strategic change in South African higher education may have presented a skewed or limited perspective on APD, as it was approached mainly from a student perspective and not from a staff perspective.…”

Higher Education in South Africa - A scholarly look behind the scenes

“…More recent publications that provide a major overview of past and present APD Bitzer and Kapp (1998) are noted, as well as some articles on the topic (Volbrecht 2003;Quinn 2003;Frick 2007;Frick and Kapp 2005, 2006a, 2006b, 2006c, 2006d. The audit completed by Moyo, Donn and Hounsell (1997) on academic development and strategic change in South African higher education may have presented a skewed or limited perspective on APD, as it was approached mainly from a student perspective and not from a staff perspective.…”