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One or two Is in development: individual and/or institutional? Dr Saranne Weller Kings Learning Institute.

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Presentation on theme: "One or two Is in development: individual and/or institutional? Dr Saranne Weller Kings Learning Institute."— Presentation transcript:

1 One or two Is in development: individual and/or institutional? Dr Saranne Weller Kings Learning Institute

2 Individual Institutional Specific/disciplinary Generic/interdisciplinary Teaching Research Local needs National framework Traditional/mono-cultural Non-traditional/intercultural Enhancement Assurance Undergraduate Postgraduate Reflective practice Evidence-based practice Academic Development

3 HE teaching qualifications It will be a condition...that institutions require all new academics with teaching responsibilities to undertake a teaching training qualification accredited by the HE Academy Browne Report (2010)

4 Assuring individual and institutional teaching standards Enhancing individual and institutional teaching practices

5 Focus of academic development romantic or reflective practitioner orientations (Land, 2001) shifted from work with individuals to more strategic change management initiatives (Clegg, 2009) underlying principle - reflective practice (Kandlbinder & Peseta, 2009)

6 Challenges Potential limited impact of individual- focused academic development Transformation of academic identity & role in contemporary HE Disengagement from professional development at mid-career & beyond

7 New lecturers Heads of Department / School Senior Officers

8 Traditional tripartite all-round academic role is unbundling with greater role specialisation (Macfarlane, 2011) Emergence of third space professionals (Whitchurch, 2008)

9 Face-to-face TIGHT CURRICULUM Content, syllabus, delivery orientation LOOSE CURRICULUM Enquiry-based, work-based learning, action research orientation Distance Learning Enquiry-led programme Postgraduate Certificate in Academic Practice Bamber et al. (2006)

10 Collaborative approaches integration of [...] development into an existing setting (Stes et al., 2007) Collaborative/peer focus in: –Teaching (Byrne et al., 2010) –Assessment (Hughes, 2009) –Curriculum (Zeigenfuss & Lawler, 2008)

11 The value of the peer? a narrow definition of peer can be a tendency to reinforce the reproduction of the traditional values and practices of the group [...] it is necessary to find social groupings that will assist the process of transformation rather than reproduction without sacrificing or threatening individual identity Gosling (2005)

12 Implementation Project- or enquiry-based focus for enhancement Flexible structure recognising individual experience & reactive to institutional agenda Group rather than individual level assessment Shift of focus from teaching to collaborative curriculum enhancement Systematic evaluation of long-term impact

13 Questions Are teaching qualifications a private or a public good? How do we integrate individual excellence into sustainable institutional excellence? Do teaching qualifications have a normative or transformative function in institutions?

14 References Bamber, V., Walsh, L., Juwah, C. & Ross, D. (2006). New lecturer development programmes: a case study of Scottish higher education institutions. Teacher Development, 10(2): Byrne, J., Brown, H. & Challen, D. (2010). Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development, 15 (3): Betts, J. (2004) Theology, therapy or picket line? Whats the good of reflective practice in management education, Reflective Practice, 5(2): Clegg, S (2009) Forms of knowing and academic development practice, Studies in Higher Education, D. Gosling (2005) Peer Observation of Teaching SEDA Paper 118 (London, SEDA)

15 References (cont.) Hughes, C. (2009) Framing the activities of institutions and academic developments units in support of assessment, Innovations in Education and Teaching International, 46(2): Kandlbinder, P. & Peseta, T. (2009) Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and United Kingdom, International Journal for Academic Development, 14(1): Land, R. (2001) Agency, context and change in academic development, International Journal for Academic Development, 6(1): Macfarlane, B. (2011) The morphing of academic practice: Unbundling and the rise of the para-academic, Higher Education Quarterly, 65(1): Pill, A. (2005) Models of professional development in the education and practice of new teachers in higher education, Teaching in Higher Education, 10(2):

16 References (cont.) Quinn, L. (2011) Understanding resistance: an analysis of discourses in academic staff development, Studies in Higher Education, iFirst Article, Stes, A., Clement, M. & van Petegem, P. (2007) The effectiveness of a faculty training programme: Long term and institutional impact. International Journal for Academic Development, 12(2): Whitchurch, C. (2009) Shifting identities and blurring boundaries: the emergence of third space professionals in UK higher education, Higher Education Quarterly, 62(4): Zeigenfuss, D.H. & Lawler, P. (2008). Collaborative course design: changing the process, acknowledging the context, and implications for academic development. International Journal for Academic Development, 13(3):

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