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Aber was wollen sie lernen? Selbst-identifizierte Prioritäten von Dozierenden unterschiedlicher universitäre Departemente.

Brown, Karin ; Petchey, Sara ; Mårtensson, Katarina LU orcid and Niebert, Kai (2025) In Zeitschrift für Hochschulentwicklung 20(3). p.105-122
Abstract
Universities support their teaching staff to develop contemporary teaching compe-tencies, yet institutional priorities may not align with those of staff. This study ex-amined open texts from 863 teaching staff from 16 departments at a research-inten-sive university to discover self-identified teaching competency needs. Five universal priorities were identified (student engagement, course development, specific teach-ing methods, assessment, and student diversity) however departmental variations also emerged. These findings can inform the strategic planning of professional de-velopment, balancing evidence-based practices, institutional goals, and departmental contexts.
Please use this url to cite or link to this publication:
author
; ; and
organization
alternative title
Which competencies do they want to learn? Instructors’ priorities ranked by department
publishing date
type
Contribution to journal
publication status
published
subject
keywords
higher education professional development, self-identified teaching competencies, departmental differences, educational development, faculty development
in
Zeitschrift für Hochschulentwicklung
volume
20
issue
3
pages
105 - 122
ISSN
2219-6994
DOI
10.21240/zfhe/20-3/05
language
German
LU publication?
yes
id
5cfb6488-5447-4c91-a857-b75b71b3c20a
date added to LUP
2026-03-06 10:06:09
date last changed
2026-04-13 19:52:42
@article{5cfb6488-5447-4c91-a857-b75b71b3c20a,
  abstract     = {{Universities support their teaching staff to develop contemporary teaching compe-tencies, yet institutional priorities may not align with those of staff. This study ex-amined open texts from 863 teaching staff from 16 departments at a research-inten-sive university to discover self-identified teaching competency needs. Five universal priorities were identified (student engagement, course development, specific teach-ing methods, assessment, and student diversity) however departmental variations also emerged. These findings can inform the strategic planning of professional de-velopment, balancing evidence-based practices, institutional goals, and departmental contexts.}},
  author       = {{Brown, Karin and Petchey, Sara and Mårtensson, Katarina and Niebert, Kai}},
  issn         = {{2219-6994}},
  keywords     = {{higher education professional development; self-identified teaching competencies; departmental differences; educational development; faculty development}},
  language     = {{ger}},
  number       = {{3}},
  pages        = {{105--122}},
  series       = {{Zeitschrift für Hochschulentwicklung}},
  title        = {{Aber was wollen sie lernen? Selbst-identifizierte Prioritäten von Dozierenden unterschiedlicher universitäre Departemente.}},
  url          = {{http://dx.doi.org/10.21240/zfhe/20-3/05}},
  doi          = {{10.21240/zfhe/20-3/05}},
  volume       = {{20}},
  year         = {{2025}},
}