Self-identified learning needs of university teachers: recommendations for generic and role-based professional development

Pedagogical development programmes (PDPs) are important for developing teaching skills for university teaching staff. Due to participants’ different teaching roles, their professional development needs and interests may also be different. However, little is known regarding the immediate needs of university teaching staff when they enter PDPs and how these may differ according to their roles. This research examined the self-identified needs related to teaching and learning of over 800 participants in PDPs and discovered that they identified remarkably consistent needs, however important differences remain. Recommendations for faculty developers are provided.