Towards establishing a conceptual framework for crossdisciplinary approach to case studies in continuing professional development of university lecturers

Abstract

The article addresses the issue of developing a continuing professional development programme (CPD) for university lecturers that will embrace a cross-disciplinary approach to case studies. First, it dwells upon the research and reflections in the domains of CPD for educators, cross-disciplinarity in science and case study as a methodology and builds upon the relevant benchmarking findings within the UTTERLY project. Then, it provides reflections on the UTTERLY project CPD course that had the case of the Arctic studies in the University of Versailles Saint Quentin-en-Yvelines in its core and required the application of the cross-disciplinary approach on the part of the course participants. Further on, the conceptual background for the arguments in favour of the cross-disciplinary approach to case studies included into CPD programmes is sought for in Humboldtian model of higher education and Jean Malaurie’s idea and ideal of the university. Arguments to advocate the application of a cross-disciplinary approach to case studies included into a CPD programme are put forward. It is suggested that the conceptual framework for cross-disciplinary approach to case studies in continuing professional development of university lecturers should be grounded upon the concepts of “flexibility”, “holistic approach”, “appreciation of diversity”, and “attention to the uniqueness of needs of educators and their students”.