‘But I’ve been teaching for 20 years…’: encouraging teaching accreditation for experienced staff working in higher education
dc.contributor.author | Spowart, Lucy | |
dc.contributor.author | Turner, Rebecca | |
dc.contributor.author | Shenton, D | |
dc.contributor.author | Kneale, Pauline | |
dc.date.accessioned | 2016-11-24T14:49:50Z | |
dc.date.available | 2016-11-24T14:49:50Z | |
dc.date.issued | 2015-09-12 | |
dc.identifier.issn | 1360-144X | |
dc.identifier.issn | 1470-1324 | |
dc.identifier.uri | http://hdl.handle.net/10026.1/8019 | |
dc.description.abstract |
The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals’ commitment to be recognised. Here, we present a case-study of 19 established academics who reflected on their experiences of gaining recognition through their university’s accreditation scheme. Respondents prioritised institutional structures and outcomes such as student recruitment, job security, and status as drivers for engagement. Institutional leadership was significant in driving the accreditation agenda. | |
dc.format.extent | 206-218 | |
dc.language | en | |
dc.language.iso | en | |
dc.publisher | Informa UK Limited | |
dc.subject | professional development | |
dc.subject | reward and recognition | |
dc.subject | teaching accreditation | |
dc.subject | teaching enhancement | |
dc.title | ‘But I’ve been teaching for 20 years…’: encouraging teaching accreditation for experienced staff working in higher education | |
dc.type | journal-article | |
dc.type | Article | |
plymouth.author-url | http://www.tandfonline.com/doi/full/10.1080/1360144X.2015.1081595 | |
plymouth.issue | 3 | |
plymouth.volume | 21 | |
plymouth.publication-status | Published | |
plymouth.journal | International Journal for Academic Development | |
dc.identifier.doi | 10.1080/1360144X.2015.1081595 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business | |
plymouth.organisational-group | /Plymouth/Faculty of Health | |
plymouth.organisational-group | /Plymouth/Faculty of Health/Peninsula Medical School | |
plymouth.organisational-group | /Plymouth/PS - Library and Educational Development | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA23 Education | |
plymouth.organisational-group | /Plymouth/Research Groups | |
plymouth.organisational-group | /Plymouth/Research Groups/Institute of Health and Community | |
plymouth.organisational-group | /Plymouth/Research Groups/Plymouth Institute of Health and Care Research (PIHR) | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dcterms.dateAccepted | 2015-05-07 | |
dc.identifier.eissn | 1470-1324 | |
dc.rights.embargoperiod | Not known | |
rioxxterms.versionofrecord | 10.1080/1360144X.2015.1081595 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.licenseref.startdate | 2015-09-12 | |
rioxxterms.type | Journal Article/Review |