TY - JOUR
T1 - The differential impact of UK accredited teaching development programmes on academics' approaches to teaching
AU - Hanbury, Andria
AU - Prosser, Michael
AU - Rickinson, Mark
PY - 2008
Y1 - 2008
N2 - 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.
AB - 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.
UR - http://www.tandfonline.com.ezproxy.lib.monash.edu.au/doi/pdf/10.1080/03075070802211844
U2 - 10.1080/03075070802211844
DO - 10.1080/03075070802211844
M3 - Article
SN - 1470-174X
VL - 33
SP - 469
EP - 483
JO - Studies in Higher Education
JF - Studies in Higher Education
IS - 4
ER -