Abstract
ABSTRACTA reading of college-based HE (CHE) teachers’ self-identified academic development preferences against an understanding of the professional demands of academic practice in Higher Education (HE), whilst being mindful of the specific college-based context, serves to add the experiences of CHE teachers to the HE sector understanding of ‘the staff development needs of a changing academic workforce’. Here the outline of academic or professional competencies that call for developmental attention and the shape this development activity may take to better engage and support college-based HE teachers in their academic practice is based on their personal testimony.
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