From drop-in to doctorate: flexibility as a principle for credit-bearing CPD

Anecdotal evidence suggests that opportunities for credit-bearing study focused on learning and teaching in higher education are on the increase. Existing programmes go beyond the established PGCerts for new academics and include, for instance, study for Master’s, EdD and Professional Doctorate awards. Some universities are integrating credit-bearing modules and programmes into wider CPD frameworks which are currently being developed in response to the accreditation process set up by the Higher Education Academy (HEA) in accordance with the UK Professional Standards Framework. The purpose of this colloquium was to explore the role of credit-bearing provision within the wider field of continuing professional development and gain insight into cutting edge developments within the HE sector. It brought colleagues from a variety of roles and institutional backgrounds together in order to network, share and critically examine current practice. The event was opened by a keynote given by Liz Beaty (Cumbria University, formerly HEFCE), followed by papers discussing institutional practices, empirical research and policy perspectives. The colloquium was hosted by Northumbria University whose innovative Academic Practice Programme provides a suite of free-standing CPD modules and awards (PGCert/PGDip/MA/Prof Doc). The venue is Northumbria’s Centre for Excellence in Teaching & Learning (CETL) Assessment for Learning which is located within the University’s City Campus.