Abstract:

International Professional Development for educators, where an individual visits an overseas educational institution for several weeks as part of their own personal development is a popular method of raising awareness of interculturality and provides an opportunity to disseminate good practice globally.

This desk-based study considers that many of the reports produced by returning educators are focused on the practical elements of the visit; many lack personal reflection on the process. The reasons for this are explored, including the demands by organising bodies for a speedy return of the reports and consideration is given to the extent the professional development element of these programmes is really personal development for the individual. A three-stage approach is presented which could aid individuals undertaking International Professional Development.

Recent public-sector budget cuts have curtailed many development programmes. Although Technology Enhanced Learning could provide viable alternatives for some of the anticipated outcomes from the physical visits, the maturity of these technologies to provide a fully immersive experience has not yet been fully realised.

Building upon these findings, some considerations of what the challenges and opportunities for EU and UK academics following the referendum of June 2016 are explored.

Keywords:

International Professional Development, IPD, Virtual Universities, Austerity, Brexit, Referendum.