Concerns about the quality of teaching and learning in higher education have given rise to teacher development programs and centers around the world. This book investigates the challenges and complexities of creating instructional development programs for present and future academics. Using case studies from a variety of countries including Estonia, Singapore, the United States and the United Kingdom, it examines issues that are important for higher education researchers as well as higher education managers.

The book includes international responses to the need to improve teaching in higher education. It demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities.

part I|52 pages

Training for What? Instructional Development for Graduate Students

chapter 2|15 pages

Preparing Doctoral Students for a Teaching Career

The Case of an International University with a History of Regional Engagement

chapter 4|16 pages

The Impact of Training on Teacher Effectiveness

Canadian Practices and Policies

part II|54 pages

Using Programme Assessments to Improve Programme Design

chapter 5|15 pages

Mentorship in Teacher-Training

A Preliminary Review of a Professional Development Programme for Tertiary Teachers in Singapore

chapter 6|19 pages

Combining International Experience with the Local Context

Designing and Improving Instructional Development in a Post-Soviet Setting

part III|84 pages

Top-Down Determinants of Success in Instructional Development Programmes

chapter 8|22 pages

The Emerging European Higher Education Area

Implications for Instructional Development

chapter 9|19 pages

Teacher Development Programmes

National Policies Enabling Local Impact in Ireland

part IV|87 pages

Theorizing about Instructional Development