University of Hertfordshire

  • Hendrik van der Sluis
  • Penny Burden
  • Isabel Huet
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Original languageEnglish
Pages (from-to)126-134
Number of pages9
JournalInnovations in Education and Teaching International
Volume54
Issue2
DOIs
Publication statusPublished - 4 Mar 2017

Abstract

Raising the quality and profile of teaching and student learning is something universities across the UK are aspiring to achieve in order to maintain reputations. Currently, the UK Professional Standards Framework (UKPSF) provides a standard by which academic staff can gain professional recognition for their academic practice and many UK universities are now offering professional development opportunities via in-house recognition schemes, based on retrospection and reflection, to enable staff to achieve an HEA Fellowship. This paper provides a case study of one such institutional recognition scheme and discusses the impact it is beginning to have on experienced academics. The findings suggest that recognition schemes contribute to participants’ staff development, provide opportunities for the enhancement of practice and that those who participate in the scheme identify value in the reflective process for reconciliation, confirmation of achievements and reinforcing commitment to teaching and/or supporting learning.

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