Report on Research and Data Analysis on Academic Teaching Qualifications. Report to HEFCE by the Higher Education Statistics Agency and the Higher Education Academy

Institution	Higher Education Funding Council for England (HEFCE); Higher Education Academy (HEA) (United Kingdom); Higher Education Statistics Agency (HESA) (United Kingdom)
Titel	Report on Research and Data Analysis on Academic Teaching Qualifications. Report to HEFCE by the Higher Education Statistics Agency and the Higher Education Academy
Quelle	(2016), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Higher Education; Teacher Qualifications; College Faculty; Teacher Characteristics; Interviews; Research Methodology; Faculty Development; Preservice Teacher Education; Professional Continuing Education; Educational Improvement; Data Collection; Data Analysis; Coding; Motivation; Credibility; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrqualifikation; Fakultät; Interviewing; Interviewtechnik; Research method; Forschungsmethode; Lehramtsstudiengang; Lehrerausbildung; Berufsfeldbezogener Unterricht; Weiterbildung; Teaching improvement; Unterrichtsentwicklung; Data capture; Datensammlung; Auswertung; Codierung; Programmierung; psychologische; Motivation (psychologisch); Glaubwürdigkeit
Abstract	The Higher Education Funding Council for England (HEFCE) asked the Higher Education Statistics Agency (HESA) and the Higher Education Academy (HEA) to undertake research to explore the current issues around academic teaching qualifications in the HESA Staff record and to offer recommendations to improve data quality and coverage in future collections. The teaching qualifications data-collection cycle has been running for three years since the 2012/13 academic year. However, low levels of confidence in data robustness have prevented full publication of the data. In the first year of the data return in England, 51% of relevant staff were returned with "unknown" teaching qualifications. In the subsequent two years, the percentage of staff returned with unknown qualifications has fallen to 37%, and most recently to 26%. Whilst the improvement in the return is welcome, HEFCE was keen to understand the reasons for the still significant number of staff returned in this category. Accordingly, HESA (the sector data-collection agency) and the HEA (which accredits much of the training and continuing professional development in higher education (HE) and is responsible for overseeing the UK Professional Standards) were asked to investigate the potential reasons for this. In particular they were asked to explore trends and variability in the data, to identify and explore issues which might be affecting data quality and make recommendations for improvements in data collection and in the provision of information about the teaching qualifications return. This report analyses the proportion of "unknowns", broken down by a variety of factors, including mode of employment, length of service, nationality and discipline. The following are appended: (1) Glossary and Acronym List; (2) Interview Schedule for Teaching Qualifications Research with PVCs and HR Directors; and (3) How the HEA Keeps Records Up to Date. (ERIC).
Anmerkungen	Higher Education Funding Council for England. Nicholson House, Lime Kiln Close, Stoke Gifford, Bristol BS34 8SR UK. Tel: +44-117-931-7317; e-mail: customerservices@hefce.ac.uk; Web site: http://www.hefce.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01