Hi

There's been a lot of comment here, and in the literature generally
about cultural and organisational barriers to the introduction of PDP,
but I was wondering if there was any consensus about what a successful
implementation of PDP at University level would actually look like, and
what others are basing their claims of success on. 

It is of course possible to conduct surveys of how many students know
what PDP is, and ask them to provide evidence of examples of where they
have used reflective statements, but there are some problems here.
Firstly how far is it reasonable to claim that a given percentage
constitutes "success"? 
Secondly, if you accept that there are different practices in different
disciplines, how do you define what consitutes a PDP process in the
questionnaire? A student may not recognise the term "PDP" but might in
fact be doing it quite successfully. Thirdly a number revealed by a
survey can conceal as much as it reveals. (e.g. 58% of students might
recognise the term "PDP" but that might include a dozen different
interpretations) Finally, of course, you actually have to do the survey
and the conditions under which a survey is done, and the reasons for
doing it, usually affect the results. 

In spite of all that surveys remain a valid means of investigation, but
there are a number of other things that might point to the existence of
a succesful implementation, at an institutional level and I wondered if
anyone was doing them. For instance are there any institutions whether
any or all of the following are done as a matter of course? 

- Inclusion of PDP material in pre-registration literature. (Including
access to e-portfolios where these are used.)
- Descriptions of the benefits of PDP prominent in  descriptions of the
learning experience on University Web site, prospectus, and other
publicity material.
- PDP information included in all unit descriptors and syllabuses. 
- Induction sessions run for all students on PDP. 
- Assessment of PDP built into the curriculum (not necessarily assessing
students' own PDPs, rather their understanding of the process.)
- Academic staff with a (properly rewarded) role as PDP co-ordinators in
their own faculties.

I'm not saying that these are all necessarily good practice - they're
more just "visible" things I've thought of that might indicate that a
University has taken PDP to its heart! If anyone has any other ideas,
I'd love to hear them. 

Thanks. 

Julian Beckton
Learning and Teaching Co-ordinator,
Teaching & Learning Development Unit, 
University of Lincoln
Brayford Pool
Lincoln LN6 7TS
UK
(tel +44(0)1522 886758)