Cultivating excellence and evidencing value

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Educational developers (EDs) are not only expected to function as change agents supporting the implementation of institutional policies regarding the quality of teaching and learning, but also to be able to demonstrate the impact of what they do. It is no simple matter, however, to demonstrate the ideal of a causal link from a continuing professional development (CPD) activity (a teacher training program or workshop) to the quality of faculty teaching and student learning. There are several reasons for this, one of which is the time span between the CPD activity and the students’ final exams; another is the fact that there are so many other factors in that process that will influence the students’ results. On the other hand, one cannot limit the analysis of outcomes achieved to the ‘happy sheets’ of a participant satisfaction survey at the end of a workshop. The demand for accountability may be met by evidencing the value of the CPD activity during and after the CPD event by means of a combination of different quantitative and qualitative data sets (Bamber & Stefani 2016; Lauridsen & Lauridsen 2018). The rationale for this session is to present an example (case) of how such value may be evidenced, and to discuss this and other possibilities for documenting our achievements as educational developers. The case in point is the first full instantiation in the spring of 2018 of the EQUiiP program training EDs to advance faculty development in the area of international education ( Applying the framework outlined in Lauridsen & Lauridsen (2018), a pre- and post-course survey (Likert scale) will evidence participants’ increase in knowledge and skills and the perceptual changes resulting from it. The survey statements to which the participants are asked to respond, closely reflect the intended learning outcomes of the program’s five modules. In addition, qualitative data (text comments) will evidence participants’ anticipated behavioural change as well as anticipated organizational change and support. Whether or not the anticipated change actually takes place, has to be documented in a later follow up. This procedure has been piloted in 2017 with positive results. Firstly, it allows participants to reflect on what they have learned and how they will be able to use it in their own professional practice. Secondly, it allows the facilitators (trainers) to analyse the outcomes of the CPD event to see to which extent the intended learning outcomes have been achieved, and whether changes should be made before the next instantiation of the program. Finally, it allows them to document and disseminate the outcomes of the CPD event to a range of stakeholders, including university decision makers and the wider community of educational developers. Participants in this session will be presented with an example of how one might demonstrate the impact of a faculty development or training program, and they will be invited to discuss this case in the context of other possible ways of demonstrating the impact of training courses and workshops. Bamber, V. & Stefani, L. (2016) Taking up the challenge of evidencing value in educational development: From theory to practice. International Journal for Academic Development, 21, 242-254. Lauridsen, K.M. (forthcoming) Change happens through people. European projects as continuous professional development. Lauridsen, K.M. & Lauridsen, O. (2018) Teacher capabilities in a multicultural educational environment: an analysis of the impact of a professional development project. International Journal for Academic Development 23 (2). DOI: 10.1080/1360144X.2017.1357557
Original languageEnglish
Publication year2018
Publication statusPublished - 2018
EventICED conference 2018: Institutional Change: Voices, Identities, Power and Outcomes - Crown Plaza, Atlanta, United States
Duration: 5 Jun 20188 Jun 2018


ConferenceICED conference 2018
LocationCrown Plaza
CountryUnited States
Internet address

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