University of Hertfordshire

Standard

Retrospection and reflection : The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university. / van der Sluis, Hendrik; Burden, Penny; Huet, Isabel.

In: Innovations in Education and Teaching International, Vol. 54, No. 2, 04.03.2017, p. 126-134.

Research output: Contribution to journalArticlepeer-review

Harvard

APA

Vancouver

Author

Bibtex

@article{1d427ca3a7eb4a94b6882bea98b91d09,
title = "Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university",
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{\textquoteright} 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.",
keywords = "evaluation, impact teaching and learning, professional development, recognition scheme, UKPSF",
author = "{van der Sluis}, Hendrik and Penny Burden and Isabel Huet",
year = "2017",
month = mar,
day = "4",
doi = "10.1080/14703297.2016.1273790",
language = "English",
volume = "54",
pages = "126--134",
journal = "Innovations in Education and Teaching International",
issn = "1470-3297",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - Retrospection and reflection

T2 - The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university

AU - van der Sluis, Hendrik

AU - Burden, Penny

AU - Huet, Isabel

PY - 2017/3/4

Y1 - 2017/3/4

N2 - 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.

AB - 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.

KW - evaluation

KW - impact teaching and learning

KW - professional development

KW - recognition scheme

KW - UKPSF

UR - http://www.scopus.com/inward/record.url?scp=85008395128&partnerID=8YFLogxK

U2 - 10.1080/14703297.2016.1273790

DO - 10.1080/14703297.2016.1273790

M3 - Article

AN - SCOPUS:85008395128

VL - 54

SP - 126

EP - 134

JO - Innovations in Education and Teaching International

JF - Innovations in Education and Teaching International

SN - 1470-3297

IS - 2

ER -