Abstract
ABSTRACT The focus of this research is the centralised provision of professional development opportunities for postgraduate teaching assistants (PGTAs) through accredited and non-accredited courses (ACs and NACs), and their perceived and actual benefits. Evidence on the impact of courses at the University of Birmingham (UK) is synthesised with evidence from the wider sector and discussed within the context of UK higher education. The outcomes point to the positive impact of ACs for institutions and students with regard to learning, employability, professional confidence, and gaining a qualification. The consensus is that courses lead to a noticeable enhancement of professional knowledge, ability, and confidence.
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