Developing responsive lecturers: A case study of a university’s innovative approach to staffs’ ongoing professional development

The University of Huddersfield (U of H) takes pride in the quality of teaching, learning and the students’ experience. It provides an innovative programme of professional development for its new staff: the Postgraduate Certificate in Higher Education (PGCHE). This paper considers how the PGCHE is used as a ‘strategic tool’ to enable those staff members to deliver an accessible and inspirational learning experience and, in doing so, to inspire students to attain the highest academic and professional standards possible (University of Huddersfield, 2015). The paper argues that the PGCHE develops, empowers and motivates staff and its design and management enables them to meet the University’s strategic mission, to be an inspiring, innovative university of international renown.
A case study approach is adopted and the findings are drawn from a set of semi-structured interviews with 12 PGCHE graduates. Thematic analysis was used and this helped to identify, analyse and report the themes that emerged from the data.
Participants indicated that the PGCHE helped to develop them and to help the U of H meet the aim of becoming an inspiring internationally renowned institution. The importance of understanding the University’s strategic goals was noted by a majority of participants. Developing pedagogically was also highlighted, in that excellence in this area helped to drive the U of H forward to meet strategic aims. Data suggests that the course appeared to have motivated and empowered participants to deliver in a more energetic, engaging and creative manner and it was suggested that it encouraged an innovative approach, whilst developing the participants reflectively and reflexively. The data further suggests to have instilled a sense of collegiality amongst participants and that they valued the ‘reflective space’ the course offered. It gave them the opportunity to share good practice across disciplines in ways that led to both incremental and radical curriculum development.
This paper concludes that the PGCHE helped to develop strategic minded thinkers who are determined to provide a high quality experience to their students and the course develops responsive staff ready for a globalised HE context.