A Snapshot of Non-Accredited Continuing Professional Development for those who Teach in Irish Higher Education

[favorite_button]
A Snapshot of Non-Accredited Continuing Professional Development for those who Teach in Irish Higher Education

Creator(s)

Keith Young, Liam Guilfoyle, Neil Kenny

Organisation(s)

National Forum, University of Limerick

Discipline(s)

Teaching & Learning

Topic(s)

National Forum Publications, Professional Development

License

CC BY

Media Format

PDF

Date Submitted

Submitted by

Export Resource Data

Description

A Snapshot of Non-Accredited Continuing Professional Development for those who Teach in Irish Higher Education

Benefit of this resource and how to make the best use of it

This is the third of three snapshot reports arising from the professional development consultation document: Mapping Professional Development Pathways for those who Teach in Higher Education. The purpose of these report is to provide focused in-depth coverage of key topics; accredited, non-accredited and disciplinary engagement with professional development.

The aim of this series of reports is to give readers the opportunity to delve selectively or comprehensively into the underpinning research and benchmarking activity that has informed the proposals and options outlined in the professional development consultation document. Based on structured data-gathering and analysis as well as active engagement with key personnel across the sector, these snapshot reports allow the current arrangements for professional development in Irish higher education to be described and interpreted further in the context of prevailing research literature. This report gives an overview of the non-accredited continuing professional development (CPD) activity currently delivered across the sector.

Creative Commons Attribution (CC BY)

This work is licensed under a CC BY license, allowing sharing and adaptation with proper attribution.

https://creativecommons.org/licenses/by/4.0/
? This citation is automatically generated and may require adjustment. Always verify it against your style guide.
Young, K., Guilfoyle, L., & Kenny, N. (01/05/2016). A snapshot of non-accredited continuing professional development for those who teach in irish higher education. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/a-snapshot-of-non-accredited-continuing-professional-development-for-those-who-teach-in-irish-higher-education/ License: Creative Commons Attribution (CC BY).

Adapting this resource? Share your version!

If you have modified or adopted this resource, share your version here. Tracking adaptations helps us measure impact and connects others with useful updates.

Related OER

The HEA Education for Sustainable Development Spotlight Series 2025: Case Studies Compendium brings together 115 case studies from higher education institutions across Ireland. It showcases how universities and colleges are integrating sustainability and the UN Sustainable Development Goals into teaching, research, curriculum design, assessment practices and community engagement. It offers a comprehensive picture of national ESD activity and provides an accessible resource for educators and policymakers seeking examples of practice-based innovation.

This lightning talk for NORFest 2025 introduces researchers to the benefits and impact of using OE Practices to disseminate and promote Open Research outputs. It introduces key concepts in open education, and provides practical tips on how to apply OE practices with a focus on reusability; licensing and copyright; and content co-creation.

These presentation slides, developed by Dr Amanda Platt and Colette Murphy (Ulster University) for the Advancing Quality and Leadership in Sustainable Higher Education workshop hosted by the Higher Education Authority (HEA), provide a detailed institutional case study of how Ulster University has systematically embedded Education for Sustainable Development (ESD) across all aspects of academic quality and curriculum design.

The slides outline Ulster’s six-year journey, highlighting strategic milestones including the development of the Integrated Curriculum Design Framework (ICDF), alignment with institutional strategies and sector frameworks such as QAA and Advance HE guidance, and successful accreditation under the SOS-UK Responsible Futures programme. They also illustrate how ESD principles have been built into programme approval, staff development, and quality enhancement processes—ensuring sustainability is embedded as a core academic value. The presentation provides an overview of Ulster’s commitment to collaboration, transparency, and evidence-based practice, offering valuable insights for institutions seeking to align ESD with academic standards, curriculum assurance, and sector quality codes.