, Volume 23, Issue 4, pp 241-254

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

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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.