Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

Author:

Spowart Lucy,Turner Rebecca

Abstract

Institutional accreditation is an integral part of moves to professionalise teaching and learning in higher education (HE). Despite this growing trend, there is a paucity of literature which examines the benefits and challenges of institutional accreditation. In this chapter we draw on survey data collected in 2020 from 55 HE institutions globally which are accredited by Advance HE to award Fellowships. These teaching Fellowships are aligned to the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF). Findings show that institutional accreditation supports the career development of teaching-focused academics and impacts on teaching and learning in a number of ways. These impacts include providing an external benchmark, raising the profile and quality of teaching and encouraging teaching-related professional development, including engagement with scholarship in teaching and learning. Accreditation was also found to align with neoliberal agendas of quality, league tables and marketization. The perennial issue of how to evaluate the impact on student learning is something respondents continue to grapple with. Finally, these data demonstrate there is a clear need to develop a more systematic and embedded approach to evaluation that captures the outcomes of teaching-related professional development.

Publisher

IntechOpen

Reference65 articles.

1. Chalmers, D. and S. Johnston, Quality assurance and accreditation in distance education and e-learning, in Quality assurance and accreditation in distance education and e-learning, I. Jung and C. Latchem, Editors. 2012, Routledge: London

2. Cardoso, S., O. Tavares, and C. Sin, The quality of teaching staff: Higher education institutions' compliance with the Eurpoean standards and guidelines for quality assurance. Educational Assessment, Evaluation and Accountability, 2015. 27(3): p. 205-222

3. Heron, M. and E. Corradini, Writing for professional recognition in higher education: understanding genre and expertise. Higher Education Research and Development, 2020. 39(5): p. 968-981

4. Kushnir, I. and L. Spowart, University teacher development courses in the UK neoliberal higher education context. Education in the North, 2021. 28(2): p. 164-170

5. Shaw, R., Professionalising Teaching in HE: The Impact of an Institutional Fellowship Scheme in the UK. Higher Education Research and Development, 2018. 37(1): p. 145-157

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3