The differential impact of UK accredited teaching development programmes on academics' approaches to teaching
Bibliographic Data
| ID | 4097050 |
|---|---|
| Authors | Andria Hanbury (0000-0001-8359-5908, Leeds Beckett University, corresponding author), Michael Prosser (0000-0002-4974-7776, University of Hong Kong), Mark Rickinson (0000-0001-5760-6458, University of Oxford) |
| Year | 2008 |
| Volume | 33 |
| Issue | 4 |
| Pages | 469-483 |
| Publication date | 2008-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070802211844 |
| OpenAlex | W2056529850 |
| Language | EN |
| Citations received | 19 |
| References cited | 15 |
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
Accreditation · Faculty Development · Focus group · Higher education · Management · Medical education · Pedagogy · Political science · Professional development · Sociology · Workload · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Innovations in Medical Education · Medicine · Psychology
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| Unique citing works | 19 |
|---|---|
| Citations per year | 1,36 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |