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Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships

Cathcart, Abby, Dransfield, Mark ORCID: https://orcid.org/0000-0003-2320-5722, Floyd, Sarah, Campbell, Lauri-Anne, Carkett, Rachel, Davies, Vicky, Duhs, Ros and Smart, Fiona (2021) Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships. International Journal for Academic Development.

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IJAD-final edits- with names and tables added- edited for submission - 13 Feb 2021.pdf - Accepted Version
Restricted to Repository staff only until 24 December 2022.

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IJAD-final edits- with names and tables added- edited for submission - 13 Feb 2021.docx - Accepted Version
Restricted to Repository staff only until 24 December 2022.

Abstract

Global membership of the HEA fellowship scheme is increasing. Despite the focus by academic developers on supporting staff to achieve fellowship, there is limited research that examines whether it improves teaching and the learning experience. Our detailed survey of educators in the UK and Australia indicates perceptions of impact on individuals, practice, and community. Importantly for academic developers, the reflective act of developing a fellowship has potential to shape the student learning experience. However, some staff are frustrated and disillusioned by their experience. We call for institutions to design development and recognition that maximise impact and acknowledge the benefits valued by educators.

Item Type: Article
Status: Published
DOI: https://doi.org/10.1080/1360144X.2021.1938075
Subjects: L Education > LB1705-2286 Education and training of teachers
L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department: School of Education, Language and Psychology
URI: http://ray.yorksj.ac.uk/id/eprint/5374

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