This study presents findings from an integrated desk research exploring trends, structures and impact of professional learning for university staff. Drawing on three sets of data, such as descriptive information about professional learning offerings across Australian universities, higher education (HE) statistics and Quality Indicators of Learning and Teaching (QILT) data concerned with student satisfaction in teaching, this study offers new insights based on a comparative analysis of design, content and assessment structures of professional learning programs, identifying common themes as well as highlighting the gaps. Questions are asked about the impact of professional learning on teaching quality and student satisfaction in teaching. Recommendations for practice are offered to universities and wider industry stakeholders seeking to adopt or redesign their GCLTs to achieve positive impact in learning and teaching.
