In the United Kingdom, higher education institutions have to offer students with opportunities for Personal Development Planning (PDP). 

PDP is defined as:

 “structured and supported processes to develop the capacity of individuals to reflect on their own learning and achievement, and to plan for their own personal and educational and career development.” (QAA, 2001)

PDP is underlined by strategic processes of planning, doing, recording, reflecting, reviewing and evaluating (Gough et al, 2003).  PDP should address personal and career development as well as educational development. The employability of graduates is an issue of increasing significance for all stakeholders in higher education (Wedgwood, 2007). The current policy context, which is driving the skills agenda in Higher Education, positions skills as central to PDP and employability (Leitch, 2006; DIUS, 2008).

The concept of PDP was first introduced in 1997 through the Dearing Report (NCIHE, 1997) and has thus been an issue of discussion within Higher Education for 12 years. However, there remains a lack of consensus within the sector over what PDP entails (Brennan and Shah, 2003). It has been described as a ‘chaotic concept’ (Clegg, 2004, p.290) and indeed the literature indicates the wide range of interpretations of PDP within different disciplines and universities (Buckley n,d.).

The QAA outline minimum requirements for PDP that centre on having institutional promotional materials indicating how PDP is promoted, and offering students with opportunities for PDP at the beginning of their programmes and at each stage of their programmes, together with a rationale for its inclusion.

Quinton and Smallbone (2008) identify 5 areas of good practice for successful implementation of PDP. These involve effective and appropriate use of technology, supporting staff, communicating with students and identifying internal staff champions.

Buckley (n.d.) argues that there is dissent about who should take responsibility for rolling out PDP within an institution- is this predominately the responsibility of academic staff, career and employability staff or others? It also raises the question of how students are encouraged to utilise PDP opportunities across their university experience- both within and outside of the taught curriculum.

Even though it is believed that PDP can benefit students, this research project tried to assess the extent to which students are engaging in PDP activities, the extent to which lecturers are encouraging and supporting students with PDP, and the extent to which PDP activities are valued by lecturers, and students.

Thus, the research project addressed the following research questions:

1.      To what extent are students informed about PDP?

2.      To what extent are students supported in engaging in PDP activities?

3.      To what extent do students engage in PDP activities?

4.      To what extent do students feel comfortable engaging in and sharing PDP activities?

5.      To what extent do students value PDP?

6.      To what extent do lecturers value PDP?

7.      How can the university further support students and lecturers with PDP activities?

Brennan J & Shah T. (2003) Report on the implementation of Progress Files. [online] Available at: http://www.universitiesuk.ac.uk/progressfiles/downloads/ProgressFiles.pdf Buckley, C. (n.d.) PDP: From introduction to the present. [online] Available at: presenthttp://www.learnhigher.ac.uk/Download-document/564-pdplitreview.htm Clegg, S. (2004) Critical readings: progress files and the production of the autonomous learner. Teaching in Higher Education 9: 287-298 Dillman, D. A. (2000). Mail and internet surveys: The tailored design method. 2nd ed. New York: John Wiley & Sons. DIUS (2008) Higher education at work – high skills, high value. [online] Available at: http://www.dius.gov.uk/consultations/con_0408_hlss.html Gough, D.A. Kiwan, D. Sutcliffe, K.,Simpson, D.,& Houghton, N. (2003). A systematic map and synthesis review of personal development planning for improving student learning. London: EPPI-Centre, Social Science Research Unit. QAA (2001). Developing a progress file for HE: Guidelines on HE progress files. [online] Available from: http://www.qaa.ac.uk/academicinfrastructure/progressFiles/guidelines/progfile2001.asp Quinton, S. & Smallbone, T. (2008) PDP implementation at English universities: What are the issues? Journal of Further and Higher Education 32 (2) 99-111 Leitch Review of Skills (2006) Prosperity for all in the global economy – world class skills. [online] Available at: http://www.dfes.gov.uk/furthereducation/uploads/documents/2006-12%20LeitchReview1.pdf The National Committee of Inquiry into Higher Education (1997). Higher Education in the learning society. [online] Available at: http://www.leeds.ac.uk/educol/ncihe/ Wedgwood, M. (2007) Employer Engagement. Higher Education for the workforce. Barriers and facilitators. The results of a survey for the DfES : [online] Available at: http://www.universitiesuk.ac.uk/learningafterleitch/downloads/DfES%20Report.DOC