This book investigates the long-term effects of educational development (ED) programmes on teaching perceptions and practices. The research draws comparisons between an ED programme at a university in the United Kingdom dedicated to advancing teaching, an international university where high-quality education is central to its mission, and two universities in Central and Eastern Europe with an ambition to rise in rankings and attract international students. It examines collaboration, trusting relationships and leadership as key drivers of effective practices. The book is a valuable resource for researchers, educational developers and higher education leaders .
Section I. Educational development programmes and the change they are
hoped to foster.- Chapter
1. Student-centred learning and reflective
teaching.
Chapter
2. Design of research on the long-term impact of four
educational development programmes.- Section II. Four case studies.
Chapter
3. A university committed to transforming how students learn in the region:
Central European University.
Chapter
4. A fast-growing, ambitious
university: Masaryk University.
Chapter
5. An institution that trains both
scholars and teachers: The Slovak Academy of Sciences.
Chapter
6. A
university that holds the Gold for teaching: Nottingham Trent University.-
Section III. The long-term effects of ED programmes on programme graduates.-
Chapter
7. Four paths of higher education teachers.
Chapter
8.
Student-centred and reflective teaching of ED programme graduates five and
more years on.- Section IV. Factors influencing programme effects.
Chapter
9. Teaching collaboration.
Chapter
10. Trusting relationships of ED
programme graduates.
Chapter
11. ED programme graduates serving as
educational leaders.- Section V. Conclusions.
Chapter 12.The implications of
this study for educational development, institutional practice and research.
Gabriela Pleschovį is Associate Professor in Education and Head of the Centre for Scholarship and Teaching at Comenius University Bratislava, Slovakia.
