scholarly journals Supporting Learning Programme Portfolio

2021 ◽  
Author(s):  
Vito Abbruzzese
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Standards ◽  
The Uk

This Supporting Learning Programme Portfolio is part of a range of professional development opportunities for people involved in teaching and supporting learning and is accredited against the UK Professional Standards Framework for the Advance Higher Education.

scholarly journals 8. Sessional Teaching Staff and Learning, Teaching, and Assessment: Engaging the Marginalised

2011 ◽  
Vol 1 ◽  
pp. 47
Author(s):  
Sally Ann Bradley
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Standards ◽  
Teaching Staff ◽  
Learning Support ◽  
Wide Range ◽  
Professional Development Needs ◽  
Framework For Teaching ◽  
The Uk

This paper discusses the issues around the professional development needs of sessional teaching staff in the UK. The introduction of the UK professional standards framework for teaching and supporting learning in higher education in 2006 raised the issue of engaging the wide range of staff, faculty, and learning support in professional development. Sessional teaching staff present a challenge when their main employment is outside of the institution.

scholarly journals Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

2021 ◽  
Author(s):  
Lucy Spowart ◽  
Rebecca Turner
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Survey Data ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Institutional Accreditation ◽  
League Tables ◽  
The Uk ◽  
The Impact

Institutional accreditation is an integral part of moves to professionalise teaching and learning in higher education (HE). Despite this growing trend, there is a paucity of literature which examines the benefits and challenges of institutional accreditation. In this chapter we draw on survey data collected in 2020 from 55 HE institutions globally which are accredited by Advance HE to award Fellowships. These teaching Fellowships are aligned to the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF). Findings show that institutional accreditation supports the career development of teaching-focused academics and impacts on teaching and learning in a number of ways. These impacts include providing an external benchmark, raising the profile and quality of teaching and encouraging teaching-related professional development, including engagement with scholarship in teaching and learning. Accreditation was also found to align with neoliberal agendas of quality, league tables and marketization. The perennial issue of how to evaluate the impact on student learning is something respondents continue to grapple with. Finally, these data demonstrate there is a clear need to develop a more systematic and embedded approach to evaluation that captures the outcomes of teaching-related professional development.

Deconstructing Professionalism

2011 ◽  
Vol 3 (4) ◽  
pp. 22-31 ◽  
Author(s):  
Jonathan Tummons
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Network Theory ◽  
Lived Experiences ◽  
Professional Knowledge ◽  
Actor Network Theory ◽  
Professional Standards ◽  
Actor Network ◽  
The Uk

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

scholarly journals The Creative Disruption of Degree Apprenticeships in the UK

2019 ◽  
pp. 57-83 ◽  
Author(s):  
Darryll Bravenboer
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Economic Benefits ◽  
Professional Standards ◽  
Economic Position ◽  
The Uk ◽  
The Relationship

The introduction of an apprenticeship levy for employers with a payroll above £3m in 2017 has transformed the landscape for higher-level skills in the UK. While there is some evidence of the economic benefits of higher education, it seems to be largely operating to reproduce economic position rather than as an agent of social mobility. At the same time, UK employers have made it clear that graduates do not possess the range of skills that they require and yet have a poor record of investing in the development of their employees. In this problematized context, degree apprenticeships can operate to creatively disrupt our understanding of the relationship between higher education and work. Assumptions about the presumed differences between academic and professional standards, knowledge and competence, on-and-off-the-job learning are all challenged by the introduction of degree apprenticeships. Can universities overcome these challenges to rethink the role of higher education as the worlds of work and learning align?

Building Practitioner Skills in Personalised eLearning

2010 ◽  
pp. 167-184 ◽  
Author(s):  
Ruth Pilkington
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Academic Staff ◽  
Professional Standards ◽  
Prior Learning ◽  
Online Delivery ◽  
Personalised Learning ◽  
Funded Project ◽  
Professional Learners

The chapter suggests the implementation of personalised learning within Higher Education raises fundamental issues and challenges when developing academic staff to support this form of learning and explores some of the challenges raised. It discusses the value of personalised learning for professional development in particular within the context of UK Professional Standards for HE staff. The chapter uses a case study to illustrate the issues and solutions offered by personalised eLearning and identifies particular issues of literacy, prior learning and comfort with respect to online delivery that need to be recognised for both developers and professional learners. The case study draws on a Joint Informations Systems Committee (JISC) funded project under the RePRODUCE banner and compares findings with existing traditional means of developing staff, as well as discussing the processes represented and the contributions that can be made when personalising learning more widely within HE.

scholarly journals Career Development and Progression of Early Career Academics in Political Science: A Gendered Perspective

2020 ◽  
pp. 147892992092566
Author(s):  
Shardia Briscoe-Palmer ◽  
Kate Mattocks
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Career Development ◽  
Political Science ◽  
Early Career ◽  
Structured Interviews ◽  
Personal Experiences ◽  
Primary Focus ◽  
The Uk ◽  
Uk Higher Education

In this article, we examine the career development and progression of Early Career Academics in the discipline of political science in the UK. The primary focus is to explore whether and to what extent career development is gendered. With data from a survey of Early Career Academics as well as semi-structured interviews, the article shares personal experiences of professional development, exposing the challenges women in the profession face, including the gendered aspects of networking and mentoring, as well as broader issues of isolation, exclusion, and discrimination. These challenges are compounded by the structural contexts of UK Higher Education.

scholarly journals “I Still Feel Isolated and Disposable”: Perceptions of Professional Development for Part-time Teachers in HE

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Jennifer S Leigh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Graduate Students ◽  
Academic Development ◽  
Graduate Schools ◽  
Extensive Coverage ◽  
Cohesive Group ◽  
Part Time ◽  
The Uk

Part-time teachers form an increasingly large part of the workforce within the Academy, in the UK and internationally. They can be employed on sessional or hourly-paid lecturer contracts, and as casual employees are not always able to access professional or academic development and support that is available for other employees. In 2013/14, there has been extensive coverage in the national and higher education press about ‘zero-hours’ contracts. Although some part-time teachers are also graduate students and able to access development through graduate schools and the like, it is likely that many hourly-paid lecturers are left without support. A survey of hourly-paid lecturers at one University in the UK provided data on how these individuals perceived the support and development opportunities available to them. Accessing the hourly-paid lecturers was challenging. Unsurprisingly, given the difficulties in communicating with them as a cohesive group, 60% (n=78) reported that they were unable to access or unaware of any development opportunities. In addition, this group of UK part-time teachers reported feeling isolated and lacking in support, as has been reported by casual academics in Australia.

Deconstructing Professionalism

2013 ◽  
pp. 78-87
Author(s):  
Jonathan Tummons
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Network Theory ◽  
Lived Experiences ◽  
Professional Knowledge ◽  
Actor Network Theory ◽  
Professional Standards ◽  
Actor Network ◽  
The Uk

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

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