This project aims to enhance quality of higher education in Europe by strengthening and reinforcing good practice in educational development. It will do so by designing a curriculum of a new educational development course, moreover by implementing the course for 35-45 Ph.D. students from Bratislava and Brno and by producing three studies and a book that will explore the determinants that support/hinder course participants to put acquired knowledge and skills into their pedagogic practice. TAside from this, the project will prepare 6-10 professionals to lead future educational development courses, this way making educational development practice sustainable at institutions new to educational development.Finally, please allow us to summarize main strengths of our application, as we can see them. - addressing a priority area of higher education, which is increase in quality of higher education through strengthening competences of individual teachers and through facilitating creation of “communities of practice” that continuously strive for improving quality of learning; - helping to tackle the central challenge the educational development faces today, which is the identification of catalysers and barriers for the effective transfer of knowledge from development courses to teachers’ teaching and preparing strategies to support this transfer of knowledge. - a strong consortium of partners with a good tradition of cooperation (about 10 years) where all partners have experience from implementing similar projects, including the Erasmus+ projects; - involving into the partnership world leading experts on higher education teaching, learning and development and well as young promising colleagues; - high potential for dissemination of current disciplinary knowledge and good practice to a number of institutions in countries new to educational development; - bridging research and education through applying the results of scholarly research in higher education teaching and learning, including the most recent research; - using research expertise of involved team members to provide compelling evidence of project outcomes at various levels, including the level of participant teachers and their institutions; - building upon more than ten years of cooperation between and among the involved universities and individual experts.List of academic references (literature) mentioned in this proposal:Pleschová, G. and McAlpine, L., 2016. Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play? Studies in Educational Evaluation, 48, pp. 1-9Pleschová, G., Simon, E., Quinlan, K. M., Murphy, J, Roxa, T. and Szabó M., 2013, The Professionalisation of Academics as Teachers in Higher Education. Science Position Paper. European Science Foundation, 32p.Pleschová, G., 2012. Coaching in teacher development. Case study of a teacher development program in Slovakia. Dissertation submitted in part-fulfilment of the requirements for the Master of Science in Education (Higher Education) degree.Pleschová, G. and Simon, E., 2009. Teacher Training for Political Science PhD Students in Europe Determinants of a Tool for Enhanced Teaching in Higher Education. Journal of Political Science Education. 5:3, pp. 233-249.Simon, E. and Pleschová, G., 2012. Creating Successful Teacher Development Programs. In Simon, E. and Pleschová, G. (eds.): Teacher Development in Higher Education: Existing Programs, Program Impact, and Future Trends. New York: Routledge, pp. 274-297.Simon, E. and Pleschová, G. (eds.): Teacher Development in Higher Education: Existing Programs, Program Impact, and Future Trends. New York: Routledge.Trigwell, K., 2012. Evaluating the Impact of University Teaching Programmes: Methodologies that ask why there is an impact. In Simon and Pleschová, pp. 257-273.