File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: The differential impact of UK accredited teaching development programmes on academics' approaches to teaching

TitleThe differential impact of UK accredited teaching development programmes on academics' approaches to teaching
Authors
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
Citation
Studies In Higher Education, 2008, v. 33 n. 4, p. 469-483 How to Cite?
Abstract
This mixed methods study used a survey with programme completers from 32 UK higher education institutions, and interviews and focus groups with programme completers, programme leaders, heads of department and pro-vice-chancellors, to explore the perceived impact of UK-accredited teaching development programmes upon participants and departments. The perceived relation between the programmes and institutional missions and strategies was also explored, as well as areas for further development and improvement of the programmes. It was found that participants perceived themselves to be significantly more student-focused in their teaching after attending a programme, with those from newer institutions and health sciences disciplines experiencing the greatest conceptual change and rating the programmes most positively. There were some positive examples of departmental impacts, and the programmes were seen to align more closely with institutional teaching and learning strategies than mission statements. Areas for further development and improvement of the programmes are discussed in relation to reducing programme workload, and improving the balance between generic and discipline-specific aspects. © 2008 Society for Research into Higher Education.
Persistent Identifierhttp://hdl.handle.net/10722/60951
ISSN
2013 Impact Factor: 1.278
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHanbury, Aen_HK
dc.contributor.authorProsser, Men_HK
dc.contributor.authorRickinson, Men_HK
dc.date.accessioned2010-05-31T04:22:47Z-
dc.date.available2010-05-31T04:22:47Z-
dc.date.issued2008en_HK
dc.identifier.citationStudies In Higher Education, 2008, v. 33 n. 4, p. 469-483en_HK
dc.identifier.issn0307-5079en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60951-
dc.description.abstractThis mixed methods study used a survey with programme completers from 32 UK higher education institutions, and interviews and focus groups with programme completers, programme leaders, heads of department and pro-vice-chancellors, to explore the perceived impact of UK-accredited teaching development programmes upon participants and departments. The perceived relation between the programmes and institutional missions and strategies was also explored, as well as areas for further development and improvement of the programmes. It was found that participants perceived themselves to be significantly more student-focused in their teaching after attending a programme, with those from newer institutions and health sciences disciplines experiencing the greatest conceptual change and rating the programmes most positively. There were some positive examples of departmental impacts, and the programmes were seen to align more closely with institutional teaching and learning strategies than mission statements. Areas for further development and improvement of the programmes are discussed in relation to reducing programme workload, and improving the balance between generic and discipline-specific aspects. © 2008 Society for Research into Higher Education.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.aspen_HK
dc.relation.ispartofStudies in Higher Educationen_HK
dc.titleThe differential impact of UK accredited teaching development programmes on academics' approaches to teachingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0307-5079&volume=33&spage=469&epage=483&date=2008&atitle=The+Differential+Impact+of+UK+Accredited+Teaching+Development+Programmes+on+Academics%27+Approaches+to+Teachingen_HK
dc.identifier.emailProsser, M: mprosser@hku.hken_HK
dc.identifier.authorityProsser, M=rp00952en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03075070802211844en_HK
dc.identifier.scopuseid_2-s2.0-48849105355en_HK
dc.identifier.hkuros147985en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-48849105355&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume33en_HK
dc.identifier.issue4en_HK
dc.identifier.spage469en_HK
dc.identifier.epage483en_HK
dc.identifier.isiWOS:000258019000008-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridHanbury, A=24502672800en_HK
dc.identifier.scopusauthoridProsser, M=7004075773en_HK
dc.identifier.scopusauthoridRickinson, M=24503654900en_HK
dc.identifier.citeulike3096294-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats