ABSTRACT

Globally expanded participation and the massification of higher education is driving the enhancement of teaching quality. Governments and universities are looking to develop academic staff to deliver teaching in new and interactive ways, which meet the expectations of the millennial generation. In addition to developing international and transnational partnerships, many universities are examining programmes, which enable their staff to transform their own practice and lead the transformation of teaching and learning in teams and departments.

This chapter explores teacher development through short workshop activities and larger scale certificate courses. Participants on these programmes were chosen by their organisations with an expectation that they will share and lead the development of teaching following the course. The chapter explores both a government initiated intervention and a whole institution intervention and compares both approaches. Irrespective of the approach, used organisations appear to be fostering the development of teaching and learning cultural change through distributive leadership. There is evidence of change both from participants as well as dissemination and supported change in other academic colleagues via both types of intervention.