ABSTRACT
This chapter investigates the factors that influenced the pedagogic thinking and practice of doctoral students who completed an educational development course in two Central European universities. It identifies four factors that hindered course graduates from being learning-centred while designing, conducting and evaluating classes: university traditions, available equipment and resources, limited influence on assessment and participant workload. It emphasises how one crucial course element, namely the use of the scholarship of teaching and learning (SOTL), helped to mitigate the role of constraining factors. The chapter concludes by exploring the possible reasons for more encouraging findings than expected based on similar studies.
