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The purpose of this article is to present and discuss the findings of a literature review undertaken by three members of staff based at City University London, who are also members of a programme team that runs a professional development programme for higher education teachers. The original purpose of the literature review was to provide a deeper and more research-informed mechanism for evaluating and developing the aforementioned programme. Whilst focused in its intentions, the results of the review suggest that the existing research terrain about such programmes might be characterised in terms of common themes (areas for which there is already a range of published research) and missing pieces (areas for which there appears to be a paucity of published material). The authors are now using these results to continue developing their own programme, and as a starting point for follow-up research. However, it is hoped that the review will be of relevance to a wider audience, encouraging others to undertake research to address the missing pieces and as a source for others to enhance their own teaching development programmes.

Common themes and missing pieces: the educational value of postgraduate teaching development programmes