The following sections below present a detailed analysis of the survey responses to the issues around changing nature of teaching in higher education. The survey “The voice of Irish academics: towards a professional development strategy” explored the views of academic staff across eight higher education institutions in the greater Dublin region on a number of aspects of their work. These included day-to-day teaching and learning, professional development interests and the level of satisfaction with the professional development provision to date. Among DRHEA (Dublin Region Higher Education Alliance) member institutions surveyed were four universities: Dublin City University (DCU), Trinity College Dublin (TCD), University College Dublin (UCD), National University of Ireland Maynooth (NUIM). Additionally, the responses were collected from the lecturing staff in four Institutes of Technology in the greater Dublin regions. These are Dun Laoghaire Institute of Art, Design and Technology (IADT), Dublin Institute of Technology (DIT), Institute of Technology Blanchardstown (ITB) and Institute of Technology Tallaght (ITT). The data collected were analysed with regard to teaching area of the respondents (undergraduate; postgraduate and research supervision; combination of undergraduate and postgraduate and continuing education), disciplinary area, current post of responsibility and the length of employment in higher education. For comparative purposes, the views of respondents in universities are contrasted with those from IoTs. The Part 2 of the questionnaire which explored the views of academic staff in regard to changing nature of teaching and learning in higher education contained 10 statements. When developing and writing the statements of question 10, the intention was to primarily to cover a broad range of issues and to have the scope to capture most of the aspects of teaching relevant to day-to-day experiences of academic staff. With this purpose in mind, the statement for example included the questions such as the extent of student engagement in the learning process, attendance in third level, diversity of student body and its impact on teaching and learning, class size and general job satisfaction of the respondents. The questions in Part 2 of the questionnaire required answer on a seven point continuous Likert type scale from “Strongly disagree” to “Strongly agree”. The percentages of the responses for relevant response categories in each statement were calculated and presented in tables below.