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The systematic review, critique and evaluation of Academic Development (henceforth AD) programmes are increasingly becoming important for informing ongoing and future programme design. Ensuring the relevance requires a thorough understanding of the programme to be evaluated (Chalmers and Gardiner, 2015). This paper reports on the findings from a study exploring the nature of AD programmes at the University – with the aim of constructing a conceptual framework for thinking about AD programmes. This is necessary, in order to determine and evaluate the characteristics of nine programmes; and to determine whether these include the promotion of conceptual change – to thinking differently about teaching and learning in Higher Education. The process of re-contextualising teaching, learning and assessment at the University from a common-sense approach – to a more scholarly approach – includes evaluative-research methodologies, as well as critical reflection within a paradigm of system theories.  The research outcomes include a conceptual framework and a blueprint for a generic AD programme design.

Exploring academic development programme evaluation at a university: A systematic scholarly approach