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Article: Prizes, pedagogic research and teaching professors: Lowering the status of teaching and learning through bifurcation

TitlePrizes, pedagogic research and teaching professors: Lowering the status of teaching and learning through bifurcation
Authors
KeywordsReward and recognition
Scholarship of teaching and learning
pedagogic research
Teaching professors
Issue Date2011
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp
Citation
Teaching In Higher Education, 2011, v. 16 n. 1, p. 127-130 How to Cite?
AbstractConsiderable resources and intellectual attention have focused on seeking to raise the status of teaching in higher education over the last two decades. Initiatives at an institutional level have included the funding of pedagogic research, teaching awards and the creation of teaching professorships. In a broader context, the scholarship of teaching and learning movement has campaigned for a reconfigured and more inclusive understanding of scholarship. However, despite the good intentions of these initiatives, the effect been to lower still further the status of teaching, bifurcating universities between 'teaching' and 'research'. It is argued that efforts should instead be directed at integrating academic practice as a more effective way of raising the status of teaching. © 2011 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/133299
ISSN
2015 Impact Factor: 0.632
2015 SCImago Journal Rankings: 0.802
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMacfarlane, Ben_HK
dc.date.accessioned2011-05-09T04:19:07Z-
dc.date.available2011-05-09T04:19:07Z-
dc.date.issued2011en_HK
dc.identifier.citationTeaching In Higher Education, 2011, v. 16 n. 1, p. 127-130en_HK
dc.identifier.issn1356-2517en_HK
dc.identifier.urihttp://hdl.handle.net/10722/133299-
dc.description.abstractConsiderable resources and intellectual attention have focused on seeking to raise the status of teaching in higher education over the last two decades. Initiatives at an institutional level have included the funding of pedagogic research, teaching awards and the creation of teaching professorships. In a broader context, the scholarship of teaching and learning movement has campaigned for a reconfigured and more inclusive understanding of scholarship. However, despite the good intentions of these initiatives, the effect been to lower still further the status of teaching, bifurcating universities between 'teaching' and 'research'. It is argued that efforts should instead be directed at integrating academic practice as a more effective way of raising the status of teaching. © 2011 Taylor & Francis.en_HK
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.aspen_HK
dc.relation.ispartofTeaching in Higher Educationen_HK
dc.rightsThis is an electronic version of an article published in [include the complete citation information for the final version of the article as published in the print edition of the journal]. [JOURNAL TITLE] is available online at: http://www.informaworld.com/smpp/ with the open URL of your article-
dc.subjectReward and recognitionen_HK
dc.subjectScholarship of teaching and learningen_HK
dc.subjectpedagogic researchen_HK
dc.subjectTeaching professorsen_HK
dc.titlePrizes, pedagogic research and teaching professors: Lowering the status of teaching and learning through bifurcationen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1356-2517&volume=16&issue=1&spage=127&epage=130&date=2011&atitle=Prizes,+pedagogic+research+and+teaching+professors:+lowering+the+status+of+teaching+and+learning+through+bifurcation-
dc.identifier.emailMacfarlane, B: bmac@hku.hken_HK
dc.identifier.authorityMacfarlane, B=rp01422en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/13562517.2011.530756en_HK
dc.identifier.scopuseid_2-s2.0-78751606419en_HK
dc.identifier.hkuros184743-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78751606419&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume16en_HK
dc.identifier.issue1en_HK
dc.identifier.spage127en_HK
dc.identifier.epage130en_HK
dc.identifier.isiWOS:000286824100010-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridMacfarlane, B=23670366000en_HK
dc.identifier.citeulike8637773-

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