ABSTRACT
This chapter suggests that professional development needs new directions and dimensions, which can engage the academic both at an individual level and an institutional level. Pedagogical knowledge is concerned with how to teach the content of the discipline, how to assist students in problem solving and thinking within the discipline and how to foster thinking and learning beyond the discipline. The chapter explores the relationship between university culture and strategic management as an element that needs careful and deliberate consideration, if professional development plays a major and significant role in the future of the university. Perturbance is an essential ingredient to activate reflective learning, whether it is on general academic practice, teaching or research. A combination of inclusive framework and the generic professional model exemplifies the need for academics to be self-regulatory and accountable within the academic community. Kreber and Cranton suggest a model for the scholarship of teaching that involves the learning about teaching and demonstration of that knowledge.
