Innovative Higher Education

, Volume 23, Issue 4, pp 241–254

Professional Development for Faculty: A Conceptual Framework of Barriers and Supports

  • Rosemary S. Caffarella
  • Lynn F. Zinn
Article

DOI: 10.1023/A:1022978806131

Cite this article as:
Caffarella, R.S. & Zinn, L.F. Innovative Higher Education (1999) 23: 241. doi:10.1023/A:1022978806131

Abstract

Professional development for faculty in higher education takes many forms, from self-directed activities to organized programs of learning. Described in this article is a comprehensive definition of continuing professional development followed by a conceptual framework for thinking about those factors that support or impede our professional development. We conclude with a case study of one professor's career development, noting where various factors in the framework have played a part.

Copyright information

© Human Sciences Press, Inc. 1999

Authors and Affiliations

  • Rosemary S. Caffarella
    • 1
  • Lynn F. Zinn
    • 2
  1. 1.Policy StudiesUniversity of Northern ColoradoUSA
  2. 2.Educational Leadership and Policy StudiesUniversity of Northern ColoradoUSA