'Left with a Title but Nothing Else': The Challenges of Embedding Professional Recognition Schemes for Teachers within Higher Education Institutions

Autor/inn/en	Spowart, Lucy; Winter, Jennie; Turner, Rebecca; Burden, Penny; Botham, Kathryn Ann; Muneer, Reema; van der Sluis, Hendrik; Huet, Isabel
Titel	'Left with a Title but Nothing Else': The Challenges of Embedding Professional Recognition Schemes for Teachers within Higher Education Institutions
Quelle	In: Higher Education Research and Development, 38 (2019) 6, S.1299-1312 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spowart, Lucy) ORCID (Winter, Jennie) ORCID (Burden, Penny) ORCID (Muneer, Reema) ORCID (van der Sluis, Hendrik) ORCID (Huet, Isabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1616675
Schlagwörter	Professional Recognition; College Faculty; Faculty Development; School Culture; Teacher Participation; Neoliberalism; Teacher Qualifications; Standards; Foreign Countries; Faculty College Relationship; Influences; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Schulkultur; Schulleben; Neo-liberalism; Neoliberalismus; Lehrqualifikation; Standard; Ausland; Influence; Einfluss; Einflussfaktor; Lehrerverhalten; Großbritannien
Abstract	With increasing moves globally towards the professionalisation of teaching in Higher Education, there is growing interest in the role of accredited professional recognition schemes that provide professional development for established university teaching staff. In the UK, There are now over 120 professional recognition schemes, resulting in institutionally focused evaluation studies examining their impact. This article contributes to this emerging body of work; it draws on cross-institutional data and Foucauldian theorising to address two important questions. In what ways does engagement with an institutional professional recognition scheme impact on participants' teaching development, and "how" does institutional culture influence that engagement? The data illustrate that whilst institutional culture drives engagement, it did little to promote teaching development. Across the case-study institutions, neo-liberalism agendas were apparent. Some staff felt pushed to achieve professional recognition in response to the increasing use of metrics to measure the student experience and to inform institutional standing in league tables. Whilst evidence shows the process of seeking accreditation "can" lead to an enhancement in teaching practices, caution must be taken to ensure that the professional development opportunities offered by accreditation schemes are fully realised. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01