"But I've Been Teaching for 20 Years...": Encouraging Teaching Accreditation for Experienced Staff Working in Higher Education

Autor/inn/en	Spowart, Lucy; Turner, Rebecca; Shenton, Deborah; Kneale, Pauline
Titel	"But I've Been Teaching for 20 Years...": Encouraging Teaching Accreditation for Experienced Staff Working in Higher Education
Quelle	In: International Journal for Academic Development, 21 (2016) 3, S.206-218 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2015.1081595
Schlagwörter	Foreign Countries; Accreditation (Institutions); Experienced Teachers; College Faculty; Higher Education; Case Studies; Student Recruitment; Job Security; Instructional Leadership; Professional Recognition; Questionnaires; Teacher Attitudes; Politics of Education; Social Theories; Interviews; Data Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Arbeitsplatzsicherheit; Instruction; Leadership; Bildung; Erziehung; Führung; Fragebogen; Lehrerverhalten; Educational policy; Bildungspolitik; Gesellschaftstheorie; Interviewing; Interviewtechnik; Auswertung; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01