'Frankly, as Far as I Can See, It Has Very Little to Do with Teaching'. Exploring Academics' Perceptions of the HEA Fellowships

Autor/in	van der Sluis, Hendrik
Titel	'Frankly, as Far as I Can See, It Has Very Little to Do with Teaching'. Exploring Academics' Perceptions of the HEA Fellowships
Quelle	In: Professional Development in Education, 49 (2023) 3, S.416-428 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Sluis, Hendrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1876153
Schlagwörter	Foreign Countries; Higher Education; Faculty Development; College Faculty; Teacher Attitudes; Fellowships; College Instruction; Accreditation (Institutions); Credibility; Teacher Administrator Relationship; Faculty Promotion; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Fellowship; Stipendium; Hochschullehre; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Glaubwürdigkeit; Großbritannien
Abstract	The United Kingdom Professional Standards Framework (UKPSF) is a national framework that aims to enhance and raise the status of teaching and supporting learning in Higher Education (HE). This paper provides an overview of the adoption and an indication of the impact of Higher Education Academy (HEA) Fellowships through a document review and a qualitative study. The document review suggests that the adoption of HEA Fellowships has grown substantially, to half of the academics and related staff in the UK but shows no positive or negative relationship with the perceived quality of teaching in the National Student Survey (NSS) over the same period (2011-12 to 2017-18). The relationship between HEA Fellowships and the enhancement of teaching practice is the focus of the qualitative study. The analysis of in-depth interviews (n=11) conducted with senior academics who have obtained Senior Fellowship, at a post-1992 and a research-intensive university, reveals a complex relationship between the recognition schemes and the enhancement of practice. This needs to be understood against the managerial realities underpinning engagement, the limitations of the recognition schemes, and standards for the enhancement of teaching practices. The discussion explores the implications for academic developers, leaders, and policymakers involved in HEA Fellowships. The paper was accepted without further amendments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01