Professional development for university academic staff: A longitudinal study of course impact and educator growth

Shashi Nallaya, Kat Kenyon
Adelaide University, Australia
Rhianna Sharman
Flinders University, Australia
Claire Aitchison
Adelaide University, Australia

Universities invest significantly in professional development for teaching staff, yet questions remain about the long-term value and impact of such initiatives. This paper presents findings from a longitudinal mixed-methods study evaluating a ten-week professional development course for university educators, conducted between 2020 and 2024. Drawing on adult education and professional development theory within the context of academic development in higher education, our study explored which course elements participants identified as contributing to successful outcomes and examined the sustained personal and professional impacts. Key factors contributing to success included the course's relevance to participants' roles, the authenticity of tasks, opportunities for reflection, and the seamless integration of technology, content, and pedagogy. The course design effectively supported a diverse cohort of educators, from early career to senior academics, by accommodating varied needs and aspirations. Participants reported immediate gains in pedagogical knowledge and teaching practice, alongside longer-term benefits such as enhanced confidence, leadership opportunities, and career advancement. The findings affirm that well-structured, contextually grounded professional development can foster meaningful and lasting change. This study contributes to the evidence base supporting strategic investment in professional development and highlights the importance of designing inclusive, reflective, and practice-oriented learning experiences for higher education professionals.
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Authors: Associate Professor Shashi Nallaya is an Academic Developer at Teaching and Learning Innovation, Adelaide University, South Australia. Shashi has many years of experience in the design, implementation and evaluation of English language and teacher training programs at primary, secondary and tertiary levels, in various linguistic and cultural settings. ORCID: https://orcid.org/0000-0003-3098-8112 Email: shashi.nallaya@adelaide.edu.au Kat Kenyon is a Learning Designer at Teaching and Learning Innovation, Adelaide University, South Australia. She works collaboratively with teaching staff to develop innovative teaching practices and engaging activities that encourage flexibility, continuity, and sustainability. Kat is passionate about diversity and inclusion in education and preparing students to be ethical and global citizens. Email: kat.kenyon@adelaide.edu.au Rhianna Sharman BPsych(Hons) has extensive experience across research and project coordination. Rhianna has contributed to a wide range of research projects and publications, including systematic reviews, meta-analyses, experimental sleep laboratory protocols, and evaluation studies. She is passionate about psychology and evidence-based research with clear, applied impact. ORCID: https://orcid.org/0000-0002-8555-2853 Email: rhianna.sharman@flinders.edu.au Associate Professor Claire Aitchison is Associate Dean at UniSA Online and has over 20 years in higher education researching student learning and academic development. At UniSA, she applies these interests to online education, collaborating with academics, teaching colleagues, and designers to create quality courses and programs for UniSA Online. ORCID: https://orcid.org/0000-0002-7449-1178 Email: claire.aitchison@unisa.edu.au Please cite as: Nallaya, S., Kenyon, K., Sharman, R. & Aitchison C. (2026). Professional development for university academic staff: A longitudinal study of course impact and educator growth. Issues in Educational Research, 36(2), 619-643. http://www.iier.org.au/iier36/nallaya.pdf