Universities support teaching staff to develop teaching competencies, yet institutional priorities may not align with those of staff. This study examined open texts from 863 teaching staff from 16 departments at a research-intensive university to discover self-identified teaching competencies needs. Five universal priorities were identified (student engagement, course development, specific teaching methods, assessment, and student diversity) however departmental variations also emerged. These findings can inform the planning professional development that requires balancing evidence-based practices, institutional goals, and departmental contexts.
Brown et al. (Mon,) studied this question.