This contribution focuses on impact evaluation of teaching development programmes for university teachers. Such programmes while increasingly implemented in many countries, vary considerably in terms of content, duration and target group as well as the extent to which their participation is recognised as a formal requirement. The scope of the article is to highlight the concept of impact, to analyze the impact evaluation models and approaches and to examine critically the criteria used in different reviews of empirical research on this issue.
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Author Name: Maria Lucia Giovannini, Alessandra Rosa
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Keywords: higher education, instructional development programme, impact evaluation, effectiveness, research reviews
ISSN: 2038-9736
EISSN: 2038-9744
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