Research training for teaching staff as a catalyst for professional and institutional development: a case study

When an institution wishes to develop a Masters programme that combines relevance to the profession with preparation for possible 3rd cycle study, there are many things to consider: curriculum design and content, facilities, stakeholder opinion, assessment, likely student intake, etc. But at least as important as any of these is ensuring that the teaching staff are fully engaged with the development process and, if possible, that their activity within the institution reaches into most or all of the areas that their students are addressing