‘Left with a title but nothing else’: the challenges of embedding professional recognition schemes for teachers within higher education institutions期刊界 All Journals 搜尽天下杂志传播学术成果专业期刊搜索期刊信息化学术搜索

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‘Left with a title but nothing else’: the challenges of embedding professional recognition schemes for teachers within higher education institutions

Authors:	Lucy Spowart Jennie Winter Rebecca Turner Penny Burden Kathryn Ann Botham Reema Muneer

Institution:	1. Peninsula School of Medicine and Dentistry, Plymouth University, Plymouth, UKlucy.spowart@plymouth.ac.ukhttps://orcid.org/0000-0001-7788-9109;3. Teaching and Learning Support, Plymouth University, Plymouth, UKhttps://orcid.org/0000-0003-1713-3988;4. Teaching and Learning Support, Plymouth University, Plymouth, UK;5. Teaching and Learning and Teaching Enhancement Centre, Kingston University, London, UKhttps://orcid.org/0000-0002-9737-0301;6. Centre for Excellence in Learning and Teaching, Manchester Metropolitan University, Manchester, UK;7. Graduate School of Education, University of Melbourne, Melbourne, Australiahttps://orcid.org/0000-0002-8803-4648

Abstract:	ABSTRACT With increasing moves globally towards the professionalisation of teaching in Higher Education, there is growing interest in the role of accredited professional recognition schemes that provide professional development for established university teaching staff. In the UK, There are now over 120 professional recognition schemes, resulting in institutionally focused evaluation studies examining their impact. This article contributes to this emerging body of work; it draws on cross-institutional data and Foucauldian theorising to address two important questions. In what ways does engagement with an institutional professional recognition scheme impact on participants’ teaching development, and how does institutional culture influence that engagement? The data illustrate that whilst institutional culture drives engagement, it did little to promote teaching development. Across the case-study institutions, neo-liberalism agendas were apparent. Some staff felt pushed to achieve professional recognition in response to the increasing use of metrics to measure the student experience and to inform institutional standing in league tables. Whilst evidence shows the process of seeking accreditation can lead to an enhancement in teaching practices, caution must be taken to ensure that the professional development opportunities offered by accreditation schemes are fully realised.

Keywords:	Recognition evaluation of impact professionalisation of teaching professional standards

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