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UK Perspectives on the Scholarship of Teaching and Learning Nick Hammond Senior Adviser, Higher Education Academy and University of York, UK Nick.Hammond@heacademy.ac.uk. Plan. The UK context & systems Implications at different levels National Institutional Disciplinary Individual

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Plan

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  1. UK Perspectives on the Scholarship of Teaching and LearningNick HammondSenior Adviser, Higher Education Academyand University of York, UKNick.Hammond@heacademy.ac.uk

  2. Plan • The UK context & systems • Implications at different levels • National • Institutional • Disciplinary • Individual • Key issues

  3. UK systems • AGENCIES • Research qualityRAE • Teaching qualityQAA • Teaching supportHE Funding Councils • Initiatives: FDTL, CETL • Infrastructure HE Academy - NTFS • Other groups • SRHE, SEDA, SOTL HE INSITUTIONS Researchstrategies Rewardstrategies T&L strategies Teaching assurance mechanisms Support for innovation & enhancement INDIVIDUALS Res performance: pubs in high-impact journals Career progression Devel of discipline-based T&L and R-T links Professionalism in teaching and CPD Scholarship of teaching & learning

  4. National level (1) • Separate development of policy for research and for teaching support • Research policy focussed on rewarding discipline-based international excellence • Poor routes for recognition and reward of discipline-based pedagogic research & scholarship • Little change likely

  5. National level (2) • Quality mechanisms focussed more on assurance than enhancement • Universities have nevertheless strengthened T&L support and reward • Growing central funding for enhancement, support and professionalisation • Higher Education Academy (merging of LTSN, ILTHE + NTFS and other groups) • Funding for Centres for Excellence in Teaching and Learning [start 2005]

  6. Institutional level • Increasing differentiation of research-led institutions from others • Potential weakening of res-teaching links • Only minor incentives for institutions to reward scholarship • Some funding for T&L enhancement • Some enabling organisations • CETLs may provide an additional lever • Possible future policy developments to support scholarship

  7. Discipline level • Strong support from HEA (LTSN) Subject Centres for discipline-based scholarship • Backed up by some professional bodies • Discipline differences in nature of SoTL, and research-teaching relationships • Policy developments should avoid a “one model fits all” approach

  8. Individual level • Research performance drives progression for most academic staff • SoTL still a “minority sport” but with growing credibility in most disciplines (through HEA Subj Centres, Nat Teaching Fellows etc) • Signs of (slight) shift towards more serious consideration of student views • National student survey • Worries about deregulation of fee-charging

  9. Key issues • Systemic separation between R and T policies • Lack of reward for scholarship (institutions and individuals) • Status of scholarship low but rising • Strong support mechanisms, but too often operating in a vacuum • Discipline diversity

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