‘But I’ve been teaching for 20 years…’: encouraging teaching accreditation for experienced staff working in higher education

Lucy Spowart; Rebecca Turner; Deborah Shenton; Pauline Kneale

doi:10.1080/1360144X.2015.1081595

‘But I’ve been teaching for 20 years…’: encouraging teaching accreditation for experienced staff working in higher education

Lucy Spowart^*, Rebecca Turner, Deborah Shenton, Pauline Kneale

^*Corresponding author for this work

Peninsula Medical School

Caribbean Research and Management of Biodiversity Foundation

Research output: Contribution to journal › Article › peer-review

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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.

Original language	English
Number of pages	0
Journal	International Journal for Academic Development
Volume	0
Issue number	0
DOIs	https://doi.org/10.1080/1360144X.2015.1081595
Publication status	Published - 12 Sept 2015

Keywords

professional development
reward and recognition
teaching accreditation
teaching enhancement

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10.1080/1360144X.2015.1081595

But I ve been teaching for 20 years encouraging teaching accreditation for experienced staff working in higher education

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‘But I’ve been teaching for 20 years…’: encouraging teaching accreditation for experienced staff working in higher education

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Keywords

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