Abstract
Personal Development Planning (PDP) is a process by which individuals reflect
upon and plan their own learning. The introduction of PDP and similar approaches
with names such as Records of Achievement and Profiling have been major policy
initiatives in secondary education in the UK over the last two decades and more
recently in further education and higher education (HE).
In 1997 the National Committee of Inquiry in Higher Education recommended that students should have a Progress File to help make the outcomes of learning more explicit, identify the achievements of learning and support the concept that learning is a lifetime activity (NCIHE 1997). Such innovations in educational policy have been based on beliefs and assumptions that PDP is a good thing.
The purpose of this systematic review is to examine the research literature
relevant to such policies on PDP. Despite a large literature on PDP and its analogues, there is a lack of clarity about the extent of empirical research and evidence for the effects of PDP on student learning. The review focuses on the PDP element of the HE Progress File: ‘a process that is undertaken by an individual to reflect upon their own learning and achievement and to plan for their own educational, academic and career development’ (http://www.qaa.ac.uk/crntwork/ progfileHE/contents.htm 25th November 2002).
This systematic review is the first of its kind in UK higher education (HE). It was
commissioned by the Learning and Teaching Support Network (LTSN) Generic Centre as part of its programme of collaborative work with the Progress File Implementation Group (PFIG) aimed at supporting the introduction of the HE Progress File and demonstrating a commitment to a research-informed approach
to policy and practice. The PFIG was formed by representatives of Universities UK (UUK), the Standing Conference of Principals Ltd (ScoP), the Quality Assurance Agency (QAA) and the Learning and Teaching Support Network
(LTSN). Its purpose is to help institutions interpret and implement policy for PDP
and monitor progress towards achieving the policy goals.
upon and plan their own learning. The introduction of PDP and similar approaches
with names such as Records of Achievement and Profiling have been major policy
initiatives in secondary education in the UK over the last two decades and more
recently in further education and higher education (HE).
In 1997 the National Committee of Inquiry in Higher Education recommended that students should have a Progress File to help make the outcomes of learning more explicit, identify the achievements of learning and support the concept that learning is a lifetime activity (NCIHE 1997). Such innovations in educational policy have been based on beliefs and assumptions that PDP is a good thing.
The purpose of this systematic review is to examine the research literature
relevant to such policies on PDP. Despite a large literature on PDP and its analogues, there is a lack of clarity about the extent of empirical research and evidence for the effects of PDP on student learning. The review focuses on the PDP element of the HE Progress File: ‘a process that is undertaken by an individual to reflect upon their own learning and achievement and to plan for their own educational, academic and career development’ (http://www.qaa.ac.uk/crntwork/ progfileHE/contents.htm 25th November 2002).
This systematic review is the first of its kind in UK higher education (HE). It was
commissioned by the Learning and Teaching Support Network (LTSN) Generic Centre as part of its programme of collaborative work with the Progress File Implementation Group (PFIG) aimed at supporting the introduction of the HE Progress File and demonstrating a commitment to a research-informed approach
to policy and practice. The PFIG was formed by representatives of Universities UK (UUK), the Standing Conference of Principals Ltd (ScoP), the Quality Assurance Agency (QAA) and the Learning and Teaching Support Network
(LTSN). Its purpose is to help institutions interpret and implement policy for PDP
and monitor progress towards achieving the policy goals.
| Original language | English |
|---|---|
| Publisher | EPPI-Centre |
| Commissioning body | Learning and Teaching Support Network |
| Publication status | Published - 2006 |