| Summary: | This thesis offers an overarching case study of academic staff development as it relates to the ten-year period following the publication of the UK Government White Paper: The future of higher education (DfES, 2003). The publication of the White Paper (ibid.) was a prelude to considerable sector-wide investment being made to support the enhancement of learning and teaching practice in higher education. Using a case-study research method, I reflect on my own critical case of professional development and link the impact of the White Paper (ibid.) to the opportunities I have had to use video as an enabling technology for teaching, for research and for stakeholder engagement in curriculum design. Accounts of these three facets of practice are embedded, as dedicated ‘context-cases’, within an overarching case study of professional development. The case study approach I have taken is theory generating, with the act of thesis construction having led to the creation of new theories as models. These models, as research outputs in their own right, are offered in parallel with the conventional research findings presented through the three embedded ‘context-cases’.
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