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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
2013 Impact Factor: 1.278
 
DOIhttp://dx.doi.org/10.1080/03075070802211844
 
ISI Accession Number IDWOS:000258019000008
 
ReferencesReferences in Scopus
 
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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
 
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dc.identifier.isiWOS:000258019000008
 
dc.identifier.issn0307-5079
2013 Impact Factor: 1.278
 
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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
 
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Author Affiliations
  1. Leeds Metropolitan University
  2. The University of Hong Kong
  3. University of Oxford