‘Is it working?’: outcomes, monitoring and evaluation
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book focuses on the myriad development functions in higher education. Academic development in higher education does not have its Declaration of Independence, its Magna Carta, the establishment of its United Nations, its defining starting moment, its creation myth. The book explains proportion of staff within a university who has gained professional accreditation is a tempting performance indicator on professionalism. It also explains the nature and evolution of professionalism in both teaching and development. Professionalising teaching provides many valuable roles for developers, roles which are clearly in line with the suggested overall mission of academic development to support and lead improvement in student learning. It provide a large but doubtless already incomplete list of the functions in universities which are also concerned with development; that is, with the improvement of student learning.