An evaluation of traditional staff development practices for implementing change in university teaching : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Faculty of Education,

This study examined the effectiveness of different staff development practices in implementing change in tertiary teaching. It assessed the effects of participation in three modes of staff development on staff attitudes, knowledge and teaching behaviours relevant to the teaching role. In particular, the research investigated effects of traditional and alternative modes of staff development operating in a New Zealand university for the five year period from 1979 to 1983. A new four variable model of implementation composed of interdependent influencing factors, the learning process, system components and an innovation, was used. Specified change in an instructional role was defined as the criteria of success. Changes were grouped within the three interrelated categories of attitudes, knowledge and behaviour. This research indicates the efficacy of Inner-directed methods for implementing change in attitudes. Even marked changes in attitudes however were not accompanied by changes to knowledge or instructional behaviour. For acquisition of new knowledge and implementation of new behaviours it is proposed that specific training, based on individually relevant goals, effects and involvements is necessary. Finally it is proposed that consistent application of the principles of learning is necessary for implementation of innovations in the instructional role of academic staff