Long-term influences of educational development initiatives for novice faculty members are seldom studied in a systematic way. In this exploratory study the long-term individual and institutional impact of a novice faculty training programme at the University of Antwerp (Belgium) was evaluated, using a written survey with open questions. The results revealed that 2 years after finishing the programme the respondents still referred to the programme as a means of explaining changes in their day-to-day teaching practice. No firm relationship could be established between the strength of individual impact and the extent to which respondents also felt inclined to change things at the institutional level. The data suggests that the long-term impact of the programme depends mainly on contextual elements. The article further discusses implications for the design of faculty training as well as perspectives for further research. (Contains 1 table.)