Faculty and staff development in higher education is examined from the viewpoint of two surveys on the training of university and polytechnic teachers in Great Britain. The study had two purposes: to investigate whatever policies have emerged from recent efforts at staff development, and to enable other policymakers and program planners to benefit from the information gathered. A distinction is made between policy, procedure, and practice; the study focuses on the first and sometimes the second, but is not concerned with actual practices. Among the topics covered in the study are initial teacher training as it relates to ongoing development, policy formation, probation periods and initial training, promotion, evaluation, development, leave, and nonteaching staff. The questionnaire is appended, along with a list of responding institutions and specific examples of staff development policies. (MSE)