Faculty Staff Development: Harnessing the Benefits

Session Time and Location

Thu, 7 Jun 2018
8:00am to 9:30am
Room: Room:
Maplewood B
Session Track
Session Format


This session explores the drivers and benefits of supporting faculty staff to gain professional recognition for their teaching. A case study of one subject area where the proportion of staff with teaching recognition is high relative to the School they are within, and compared to the institution as a whole, will be presented.

Drawing on interviews with teaching staff, the session will outline the impact on individual thinking and teaching practice and consider the collective benefits from having a cluster of staff from the same subject gaining recognition through a professional development process, plus how this can be further exploited.



  • Session References +

    Banasik, M.D. & Dean, J.L., 2016. Non-Tenure Track Faculty and Learning Communities: Bridging the Divide to Enhance Teaching Quality. Innovative Higher Education, 41 (4) 333-342

    Botham, K., 2017. The growth of HEA Fellowship – Does this impact on an individuals’ teaching practice and how can we demonstrate a change in the students’ experience?  Educational Developments, SEDA, Issue 18. 3

    Shaw, R. 2018. Professionalising Teaching in HE: the impact of an institutional fellowship scheme in the UK. Higher Education Research and Development 37 (1) 145-157

    Spowart, L., Turner, R., Shenton, D., Kneale, P., 2016. ‘But I’ve been teaching for 20 years…’: encouraging teaching accreditation for experienced staff working in higher education. International Journal for Academic Development. 21 (3) 206 - 218

    van der Sluis, H., Burden, P. and Huet, I., 2017. Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice. Innovations in Education and Teaching International 54 (2) 126-134