The perceived impact of the Postgraduate Diploma in Higher Education and Training as an academic development intervention in an Institution of Higher Learning

Abstract

Following mixed views in literature on the relevance and return on investment of formal higher education professional development initiatives, the current study sought the views of the impact of the Postgraduate Diploma in Higher Education and Training (PGDHET) on the professional practice of higher education staff in one institution. Framed in the interpretive paradigm, the study adopted a case study design in which multiple sources of data were utilised. Data were collected through an open-ended questionnaire from eleven (11) purposefully selected lecturers possessing a PGDHET qualification. The data was corroborated with a data analysis of PGDHET reports. Qualitative data thus collected was analysed through the extraction and aggregation of meaning units into themes. Quantitative data was used to discern and describe impact trends of the PGDHET. It emerged from the study that the PGDHET challenged lecturers' conceptions of teaching and learning, and expanded their repertoire of innovative teaching strategies. Furthermore, participants reported contributions to advancement of departmental best teaching practices and the status of teaching institutionally. The conclusion drawn is that the PGDHET impacts beyond the lecture room as it influences also the academic development practices, faculty and departmental practices, as well as the overall culture of the institution. This research recommends ways of further consolidating and further advancing the impact of the PGDHET.