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Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally. In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge, because while reflection has been a cornerstone of practice in some areas of higher education for a considerable time, its generalisation as national policy changes its discursive location. The paper presents findings from a case study of the implementation of PF in one UK Higher Education Institution (HEI). It reports on how staff in one institution understand PF in the context of national policy, and on how they interpret the challenges they face in facilitating reflection for all students. The paper argues that pedagogical innovations take on a different meaning when applied to the system as a whole. [ABSTRACT FROM AUTHOR]

This paper draws on three research projects (undertaken in 1997–99, 2002 and 2004–05) that have examined innovation in learning and teaching methods in UK higher education. The first two of these focused on such matters as departmental and institutional cultures and the factors that have either enabled or inhibited change. The third has begun to monitor the impact of the process of establishing Centres for Excellence in Teaching and Learning. The prospects for introducing innovations in teaching and learning in higher education are considered in relation to these wider contexts in terms of policies, structures and cultures. [ABSTRACT FROM AUTHOR]

This article argues that three broad trends—changes in nonprofit organizations, changes in the ways they are led, and changes in the available technologies of learning—combine to challenge the long-term viability of discrete full-time programs of nonprofit management education. To explore this contention, the authors draw on several sets of evidence. First, they examine literature about these trends. Second, they draw on their research and consultancies in nonprofit management and in large-scale educational strategies. Third, they draw on their experiences of developing and teaching nonprofit management education programs in the United Kingdom. They argue that new problems have overlaid old problems in the nonprofit world. However, these are linked to broader societal trends that reflect new ways of organizing, and this shifts the focus of learning and development. Finally, they review the implications for nonprofit management education and set out some principles to guide new developments in this field. [ABSTRACT FROM AUTHOR]