Promoting quality learning and teaching pedagogy: Evaluating a targeted localised academic induction program (AIP) for the impact on continuing professional development

Authors:  Sara Weuffen, Tulsa Andrews & Kate Roberts
Federation University

Edition: Volume 60, Number 2, July 2020

Introduction: Despite their position as providers of tertiary education, universities sit beyond normalised discourses of education where qualifications, registration, and continuing professional development are concerned. In this case study, we explore how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and fosters individual commitment to continuing professional development (PD) for the critical engagement, maintenance, and enhancement of quality teaching practices. Through a poststructuralist lens, we gathered triangulated evidence via surveys (n=32) and attendance data (n=190). Our findings indicate a positive correlation between AIP attendance and initial PD engagement but identifies a 35% decline in PD uptake six-month post-AIP. Survey responses indicate that while an AIP is a valuable tool for prompting initial engagement in learning and teaching PD, the role and function of teaching within universities needs to be elevated in order to support a career-long commitment to academic enhancement.

Keywords: Academic development, academic induction, learning and teaching, professional development, lecturer development