ABSTRACT
There is little evidence that professional development programmes were consistently successful in ensuring that both individual and institutional needs were met in any of the first three phases. This chapter argues that the balance between individual needs and institutional needs within staff development was altered as a direct result of incorporation in 1993 and the significant curriculum changes introduced in the late 1980s and early 1990s. It discusses some of the literature exploring the possible consequences for the 'latest phase' of professional development. The chapter presents a substantial body of evidence that suggests institutional needs have often been given priority over the individual needs of FE staff, this has not necessarily been the case in all colleges. The chapter also argues that the change in curricular focus to competence-based qualifications for both FE students and staff, and a growing managerialism throughout the sector have served to privilege institutional needs over those of individual members of staff.
