ABSTRACT
Traditionally the design and development of an accredited professional development course for higher education teaching and learning takes as its baseline and its impetus the generic needs of the individual. A sectorwide understanding of the extent of these has been established within the Uk over the last fifteen years, which has culminated in a proliferation of postgraduate certificates in higher education teaching practice alongside which have been developed the Uk Professional Standards Framework for teaching and supporting learning in higher education (Higher Education Academy 2006).
