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

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TitleThe differential impact of UK accredited teaching development programmes on academics' approaches to teaching
AuthorsHanbury, A1
Prosser, M2
Rickinson, M3
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
CitationStudies In Higher Education, 2008, v. 33 n. 4, p. 469-483 [How to Cite?]
DOI: http://dx.doi.org/10.1080/03075070802211844
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.
ISSN0307-5079
2011 Impact Factor: 0.982
2011 SCImago Journal Rankings: 0.042
DOIhttp://dx.doi.org/10.1080/03075070802211844
ISI Accession Number IDWOS:000258019000008
ReferencesReferences in Scopus
DC Field
Value
dc.contributor.authorHanbury, A
dc.contributor.authorProsser, M
dc.contributor.authorRickinson, M
dc.date.accessioned2010-05-31T04:22:47Z
dc.date.available2010-05-31T04:22:47Z
dc.date.issued2008
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.
dc.description.natureLink_to_subscribed_fulltext
dc.identifier.citationStudies In Higher Education, 2008, v. 33 n. 4, p. 469-483 [How to Cite?]
DOI: http://dx.doi.org/10.1080/03075070802211844
dc.identifier.citeulike3096294
dc.identifier.doihttp://dx.doi.org/10.1080/03075070802211844
dc.identifier.epage483
dc.identifier.hkuros147985
dc.identifier.isiWOS:000258019000008
dc.identifier.issn0307-5079
2011 Impact Factor: 0.982
2011 SCImago Journal Rankings: 0.042
dc.identifier.issue4
dc.identifier.openurl
dc.identifier.scopuseid_2-s2.0-48849105355
dc.identifier.spage469
dc.identifier.urihttp://hdl.handle.net/10722/60951
dc.identifier.volume33
dc.languageeng
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
dc.publisher.placeUnited Kingdom
dc.relation.ispartofStudies in Higher Education
dc.relation.referencesReferences in Scopus
dc.titleThe differential impact of UK accredited teaching development programmes on academics' approaches to teaching
dc.typeArticle
Author Affiliations
  1. Leeds Metropolitan University
  2. The University of Hong Kong
  3. University of Oxford