Tony and colleagues,
This is a very developmental revolution, isn't it? No drums, no trumpets;
just one institution at a time considering, and then in due course perhaps
deciding, that they will require their new lecturers successfully to
complete a course in their second profession, teaching, just as the new
lecturers have already done in their first profession or discipline.
The new lecturer thus trained and accredited to a national standard has a
portable qualification, which will safeguard them, as Tony points out. Their
students have greater reassurance that now that their lecturers are
professionally developed and qualified and capable. Non-new lecturers will,
in due time, start to see their qualified colleagues advancing their
teaching careers rather more quickly, and some of them will consider if they
want further development in their own teaching. And we developers can accept
that, at last, qualification courses for new staff are an accepted and even
uncontentious part of our core business.
We can then move on to the next development challenges. We may feel that
these include appropriate forms of development and qualification for more
experienced staff, probably concentrating more on disciplinary pedagogies.
We may be able to apply effort to advanced teaching qualifications. And,
perhaps our Holy Grail, to sound continuing professional development for
The University of Birmingham tells me that all their new lecturers have to
pass their new staff course..
David Baume
Director (Teaching Development)
Centre for Higher Education Practice
The Open University
Walton Hall
Milton Keynes

Phone +44 (0)1908 858436
Fax +44 (0)1908 858438
Web site <>

        -----Original Message-----
        From:   Tony Claydon [SMTP:[log in to unmask]]
        Sent:   03 December 2001 13:43
        To:     [log in to unmask]
        Subject:        Making completion compulsory

        Dear Colleague,

        Apparently, some universities have decided (or are in the process of
        deciding) to require their new lecturers to successfully complete,
        than simply attend, their award-bearing courses of training and
        in teaching and learning (many of which are recognised by SEDA).

        At Northumbria, we are discussing the possibility of moving to this
        position, partly because it seems a half measure to require
attendance only,
        but also because of the prospect that participants who only attend
        courses may be required to attend a similar course all over again,
or, at
        least, to undertake coursework, should they take up a post in a
        that demands completion.

        I would appreciate your views on this issue, and, in particular,
would be
        pleased to hear from you if your institution requires successful
        about the arguments that persuaded your colleagues to take this



        Tony Claydon
        School of Education
        University of Northumbria at Newcastle