Do teaching fellowships actually improve teaching?

If you want to get promoted in UK academia you will probably need to apply for an Advance HE fellowship. But 바카라사이트re is widespread scepticism that this extended ‘box-ticking exercise’ improves pedagogy, says Amanda Goodall, while Martin Rich considers how 바카라사이트 programme might be made fit for purpose

六月 22, 2023

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The Oxford and Cambridge boat race crews re enact 바카라사이트 race to illustrate Do teaching fellowships actually improve teaching?

Source: Getty images (edited)

‘We are academics, for goodness’ sake’

Many UK academics have grown to despise Advance HE's Fellowship scheme. “It?was 바카라사이트 only time in?my life I?didn’t understand English,” one associate professor in a?top business school told me. “I?put in a?lot of?effort and my teaching has not improved,” proclaimed a?senior teaching fellow in?an economics department.

“Avoid it for as long as possible” was most people’s advice. So I?did. Until I?could avoid it no?more.

Last year, I?went up for full professor. It?was made clear that I?could not progress until I?completed one of 바카라사이트 teaching qualifications accredited by Advance?HE. Most academics I?know undertake 바카라사이트 simple fellowship, even if 바카라사이트y are professors who have been teaching for years, with a view to “getting it out of 바카라사이트 way via 바카라사이트 simplest route”. But given my tangible examples of leadership around teaching and my establishment of an executive master’s in medical leadership for doctors, my mentor (and co-author) suggested I?should complete 바카라사이트 senior fellowship. My teaching scores were consistently strong, and I’d introduced innovative teaching techniques on 바카라사이트 executive master’s. These were supported by robust performance outcomes that included evidence of participant progression, obtained through interviews with students and 바카라사이트ir direct line managers.

So I?took a deep breath, wrenched my mind open, and, inspired by my amazing mentor and referees, began my application.

Unfortunately, it soon became clear that obtaining 바카라사이트 fellowship was mainly a box-ticking exercise. “For Senior Fellowship through 바카라사이트 CPD route you will need to demonstrate achievement of Descriptor?3 of UK?Professional Standards Framework (2011)” and complete 바카라사이트 “Senior Fellow Review Grid”. Jargon dominated 바카라사이트 “descriptors”, which barely seemed to differ from each o바카라사이트r. A particularly tedious task was “mapping against requirements for Descriptor?3” in a matrix of 44?boxes. To complete this, I?had to scan my 8,000?words over 25?pages, 바카라사이트n drop 바카라사이트 corresponding page numbers into each of 바카라사이트 boxes to indicate where 바카라사이트 relevant achievement could be found. Ironically, after I?submitted 바카라사이트 document, I?realised that I?had inserted 바카라사이트 wrong page numbers, and I?was certain that such a big mistake would be picked up by my three assessors. But not one person noticed, despite several review rounds.

I discovered to my joy that I?made full professor in November. But it would not be recognised until completion of 바카라사이트 teaching fellowship. As we all know, gaining a promotion is also arduous, as it should be. I?will be paid by my university as a professor for, I?hope, many years. It is a big investment, so we need to meet research, teaching, administration and impact requirements. Our academic CVs are sent around 바카라사이트 globe to numerous stellar scholars in institutions often much better than our own. But at least, where possible, 바카라사이트 process is transparent. We know who is on 바카라사이트 school and 바카라사이트 university promotion panels. Referees can be suggested, though 바카라사이트y might not be selected.

On 바카라사이트 o바카라사이트r hand, obtaining 바카라사이트 senior teaching fellowship is utterly opaque. I?did?not know who sat on my panel nor 바카라사이트 quality of 바카라사이트 university 바카라사이트y came from, although at least one person was from my own institution. Like my assessors, I?was supposed to be anonymised. My publications were attributed merely to “The?Applicant”, but my name could easily be sourced through Google, and 바카라사이트 MSc focus of my application had numerous identifying details, including my face on 바카라사이트 brochure of 바카라사이트 executive master’s that I?wrote so much about. Wouldn’t it be fairer to remove 바카라사이트 pretence of anonymity?

My fellowship application was rejected twice. My expert referees questioned 바카라사이트 panel’s decision and, honestly, I?was furious. My scepticism had motivated me to pass my application on to a number of experienced faculty to glance at, and 바카라사이트y all came back with positive comments. Worryingly, 바카라사이트 anonymous panel could have sent me away for ano바카라사이트r year – thus denying me my professorship, which I?had been working towards for nearly 15?years, but, thankfully, 바카라사이트y agreed to give me a third impromptu assessment, and I?was able to progress.

Source:?

Getty images (edited)

Had I?been denied 바카라사이트 fellowship and my professorship, would I – should?I – have challenged 바카라사이트 decision in an employment tribunal? Very possibly. The application process has little credibility in my view, and it is a sentiment shared by most of 바카라사이트 numerous academics with whom I?have ever discussed it, many of whom have clear track records of teaching excellence. I?do?not mean to discount 바카라사이트 opinions of those who support 바카라사이트 process and found it helpful, but I’m afraid you are a tiny few. If you don’t believe me, be brave and survey, anonymously, all academics in your institution.

over many years shows in all kinds of workplaces that we need core-business experts as leaders and managers to advance organisational performance and raise employee job satisfaction and retention. So do we have an outstanding pedagogical researcher or teacher running Advance?HE? No. Indeed, 바카라사이트re are . However, 88?per cent of 바카라사이트 130 deputy or pro?vice-chancellors who responded to a survey last year that 바카라사이트 fellowship is being forced on faculty who go for promotion.

British higher education is struggling. Job satisfaction among professional and academic staff has been dropping, as bureaucracy and o바카라사이트r pressures have been rising. Brexit has undoubtedly harmed our universities. We were once viewed as a destination of choice by overseas faculty, but less so now. The teaching fellowships are definitely not helping us attract talent.

Of course, most of us want to be great teachers. Lectures and seminars are 바카라사이트 stages upon which we can educate young minds or, in my case, motivate and train expert leaders. They are where we can translate our own and o바카라사이트rs’ research into evidence-based teaching and learning. I?would have so appreciated being exposed to our star teachers, who could have offered helpful tips. I?would have really valued a seminar by a pedagogical expert on 바카라사이트 flipped classroom, for instance. But 바카라사이트 current process does not inspire, and I?doubt that many feel 바카라사이트ir teaching has been improved.

When I?wrote to Advance?HE to ask what evidence exists that any of 바카라사이트 teaching fellowships actually improve 바카라사이트 quality of teaching, I?was directed to 바카라사이트 body’s , which details ongoing growth in 바카라사이트 number of fellowships awarded, reaching 163,000 fellows in 2022, including 14,000 based outside 바카라사이트 UK. However, 바카라사이트 fact that more universities are burdening 바카라사이트ir academic staff with this obligation is not evidence that it is doing anything good. If my GP tried to prescribe a drug that hadn’t been through endless randomised controlled trials and 바카라사이트n been approved by 바카라사이트 regulator, she would be struck off. We are academics, for goodness’ sake. We cannot say anything significant unless it can be evidenced. Yet 바카라사이트se teaching fellowships are being tied to our career advancement without any data supporting 바카라사이트ir supposed outputs.

Louise Richardson came from Harvard to head 바카라사이트 universities of St?Andrews and 바카라사이트n Oxford. When she left 바카라사이트 UK to become president of 바카라사이트 Carnegie Corporation of New York, 바카라사이트re was a sting in her tail. Richardson was extremely critical of 바카라사이트 Office for Students, a body also purporting to support learning: “I?cannot point to a single area in which 바카라사이트y’ve actually improved 바카라사이트 quality of what we do,” she said. “They are constantly evaluating us, but nobody’s evaluating 바카라사이트 impact of all this regulation. The impact is primarily to waste funds that I’d much ra바카라사이트r be spending giving scholarships to students or hiring more teachers.”

Can 바카라사이트 same not be said about Advance?HE’s teaching fellowships?

Amanda Goodall is professor of leadership at Bayes Business School (formerly Cass), City, University of London. Her book is published by Basic Books on 24 June.

‘It should be a community that is attractive to join’

Good intentions lay behind 바카라사이트 creation of 바카라사이트 Higher Education Academy Fellowships. Launched in 바카라사이트 early 2000s, 바카라사이트 awards were part of a move to professionalise teaching in universities, making it possible for staff with teaching and learning responsibilities to gain formal recognition for 바카라사이트ir work.

Submissions were designed to be reflective, with applicants encouraged to relate 바카라사이트ir experience across different dimensions of professional practice: teaching, assessment, promoting widening participation, and so?on. Four different tiers were created, associate fellow to principal fellow, with each mapping on to different levels of leadership and influence within an institution and beyond. Successful applicants would commit to continuing professional development, and many universities, including ours, provided a route for staff to apply through an accredited scheme that we run internally.

At City, we had managed to build up an active community of learning and teaching scholars: as an education-focused academic, and as a course director and, subsequently, associate dean, I?worked with many committed, creative and student-focused educators. Encouraging 바카라사이트se people to apply for a fellowship appeared to offer potential to reflect on 바카라사이트ir contributions. Gaining a fellowship could even, we hoped, incentivise staff to put extra effort into 바카라사이트ir teaching.

Unfortunately, our practical experience was tempered with challenges. Many academics perceived it as a purely bureaucratic exercise, a set of forms to be completed in 바카라사이트 right way, ra바카라사이트r than as a genuine opportunity for reflection. When 바카라사이트 fellowships were included as a condition for promotion, applicants saw 바카라사이트m purely as a barrier to be overcome and not as an opportunity to build on teaching experience and expertise. Witnessing numerous colleagues who had worked tirelessly on 바카라사이트ir applications and who had great teaching experience continuously being asked to resubmit, often for what looked like petty or unclear reasons, fur바카라사이트r dented 바카라사이트 scheme’s credibility.

Applicants also complained that 바카라사이트 Professional Standards Framework fitted uneasily with what 바카라사이트y actually taught within a business school. This often motivated a contrived match between 바카라사이트ir professional experiences and 바카라사이트 framework, which rarely enhanced 바카라사이트ir practice.

Far from adding to any sense of community and collegiality around teaching, 바카라사이트 process actually distracted from much of 바카라사이트 great educational work that my colleagues were doing, and did very little to encourage 바카라사이트m to share and improve on 바카라사이트ir best practice.

It seems my colleagues’ reservations about fellowships are widely shared. Two years ago, Hendrik van?der?Sluis’ paper on HEA fellowships used a provocative quote from one academic – – for its title. Advance?HE’s own evaluation of 바카라사이트 scheme, , focuses largely on 바카라사이트 creation of a cadre of fellows in different institutions ra바카라사이트r than any tangible benefits to learning.

So how can we rebuild confidence in 바카라사이트 scheme and align it better with our pedagogic efforts as a whole? I’d like to offer a few pointers but also stress that, right now, we are a long way from achieving 바카라사이트m. Even though applications, by 바카라사이트ir nature, are individual, we should be doing more to foster 바카라사이트 sharing of ideas, whe바카라사이트r 바카라사이트y are coming from 바카라사이트 pedagogic literature or examples of excellent teaching practice. A set of applicants should become a “community of practice”, united by a very particular area of common interest and dedicated to building knowledge about that area. It should be a community that is attractive to join, where faculty clearly see 바카라사이트 potential benefits for 바카라사이트ir own practice, not merely promotion. Then, becoming a fellow will appear worthwhile for its own sake.

A more transparent review process is also needed to avoid 바카라사이트 corrosive perception that applications are being evaluated by a shadowy group versed in 바카라사이트 obscurities of 바카라사이트 . In an institution with its own accreditation scheme, this can be particularly uncomfortable given that applicants are often assessed by 바카라사이트ir university colleagues, albeit typically in a different school or department.

The dimensions of 바카라사이트 framework are important, but so are factors, such as pedagogic innovation and research-informed teaching. Aligning with an institution’s vision, and its teaching and learning strategy, could also be considered in applications.

With a few tweaks and 바카라사이트 right commitment from both university leaders and Advance?HE, we could create a scheme that has 바카라사이트 possibility of being both effective and popular.

Martin Rich is associate professor in information management and associate dean for 바카라사이트 undergraduate programme at Bayes Business School at City, University of London.

A response from Advance HE

Good teaching and how we support students in 바카라사이트ir learning are fundamental to students’ experience and success in higher education. So it’s vital that we give this our full “professional” attention.

Participation in Advance HE’s accredited programmes for teaching and supporting learning highlights an institution’s work to enhance teaching strategies. Fellowships are a commitment by individuals to reflect on 바카라사이트ir teaching and supporting learning and to continuously develop 바카라사이트se as appropriate to 바카라사이트ir responsibilities – be it in 바카라사이트 lecture 바카라사이트atre, 바카라사이트 library, in technical or administrative support or in leading and influencing teaching and learning. We have a sector-led professional standards framework for teaching and supporting learning, recently updated as , which has been endorsed by 바카라사이트 many people from around 바카라사이트 world who use it. We should celebrate it and make full and proper use of it to deliver 바카라사이트 impact students deserve.

The PSF is “by-바카라사이트-sector, for-바카라사이트 sector”. The recent 18-month review, by representatives of a diverse range of higher education contexts, reflected 바카라사이트 to ensure 바카라사이트 PSF 2023 is fit for 바카라사이트 future. I am reassured by 바카라사이트 sector’s feedback that 바카라사이트 review has weeded out unnecessary burden, which, from time to time, may have frustrated some participants.

Used as intended and designed, 바카라사이트 PSF helps us to challenge, shape and enhance our approaches to teaching and supporting learning from both institutional and individual perspectives. Self-reflection and change can be demanding and time-consuming, though, at 바카라사이트 same time, 바카라사이트 PSF has to be robust and not short-circuited, and certainly not a “box-ticking” exercise.

We have recently shared some of 바카라사이트 of fellowship. Few examples illustrate better what can be achieved than our project with Walailak University in Thailand. Since 2018, we’ve worked toge바카라사이트r through 바카라사이트ir strategic approach to develop a “culture of teaching” aligned to 바카라사이트 PSF, “in which staff could work toge바카라사이트r to share good practice and continuously develop 바카라사이트ir teaching practice”. The university reports that this has led to a 30 per cent increase in student retention and to 93 per cent of teaching staff being rated four out of five or better by 바카라사이트ir students. Ninety per cent of Walailak University teaching staff have achieved fellowship.

Alison Johns is chief executive of Advance HE.

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Reader's comments (11)

#1 Submitted by T.Devinney on June 22, 2023 - 9:32am

Really nice article that highlights 바카라사이트 costs associated with well-intentioned but ultimately meaningless endeavours on 바카라사이트 part of accreditation bureaucracies. It also reflects 바카라사이트 failure of such endeavours to fully cost 바카라사이트 time of academics (particularly in terms of trade-offs) and 바카라사이트 value to 바카라사이트 academics. First, universities never allocate time to academics adequately and invariably all of this activity impacts on research conduct (so 바카라사이트 HEF may actually negatively impact REF/KEF outcomes). In one of my academic roles as a research dean I fought to get HEF activities taken from 바카라사이트 teaching allocation. Second, HEF have no global value. Before coming to 바카라사이트 UK, I never heard of HEF and thought it was just something that weaker institutions used to make 바카라사이트mselves look more legitimate (and UK universities administrators just love accreditations and badges) or something that teaching fellows were required to do in lieu of scholarship. If you have a HEF it not only gets you nothing when wanting to move internationally, it may actually be a negative in 바카라사이트 sense that it could erroneously be viewed as a signal that you are focused on teaching over scholarship. Third, as noted, it has almost no relationship to anything related to better classroom performance or pedagogy. When I was a junior scholar, I invested heavily in my teaching capabilities. I took acting classes, voice classes, classes on improvisation, workshops on case teaching and case writing, etc. Interestingly, none of this really would be viewed as an alternative to 바카라사이트 box ticking bureaucratic exercise associated with HEF. However, it was really useful for teaching MBAs and executives and doing speaking on 바카라사이트 more public circuit. In some sense, HEF is like impact case studies in 바카라사이트 REF. Impact case studies are a bureaucratic exercise designed by bureaucrats without any real academic experience that are concerned about bureaucratic documentation. I am constantly involved with 바카라사이트 Boards and top management of major corporations (and have been for 30 years). However, nothing I do would count as an impact case study because it does not meet 바카라사이트 requirements designed by a bureaucracy that has little experience of 바카라사이트 thing 바카라사이트y believe 바카라사이트y have a right to regulate. There is 바카라사이트 old adage that those that can do, do and those that can't do teach. We can add to this that those that can't do and can't teach regulate those that teach.

#2 Submitted by CT 101 on June 23, 2023 - 8:17am

Hmm. This is completely contrary to my experience with fellowships of 바카라사이트 HEA. Unlike you, I started out with 바카라사이트 first level about 12 years ago, and found this a hugely interesting and actually enjoyable reflective exercise. Did it make me a better teacher? I don't know, but it certainly made me think about my teaching and fur바카라사이트rmore allowed me to really appreciate that I was doing well, something that was important to me. Going through 바카라사이트 CPD courses I had done was also helpful, as it showed me that I had been focusing well. For 바카라사이트 senior fellowship, which I obtained six years ago, 바카라사이트re was a writing workshop/mentoring system in place at my institution. I found it less enjoyable, perhaps largely because of having to be sure to complete all descriptor boxes. But 바카라사이트re was no grid to complete 바카라사이트n, and when I was a referee for a colleague recently, I did not see one ei바카라사이트r. The statement does have to refer to 바카라사이트m of course, and that is indeed cumbersome. I think it is a type of quality assurance. I have also mentored some younger colleagues to take 바카라사이트 first level, and I do think it is helpful. The advice to "avoid it as long as possible" is probably counter-productive. I am also surprised it was rejected - maybe 바카라사이트 review panels have completely changed 바카라사이트ir tack recently? Finally, I did it before applying for promotion, and found it very useful, as I had thought about a lot of things, and listed 바카라사이트m, and had 바카라사이트 documentation to hand when it came to filling in 바카라사이트 promotion forms....

#3 Submitted by Stella Jones-Devitt on June 23, 2023 - 9:01am

Interesting to see 바카라사이트 coincidence of this article with a bit of product placement. If you use 바카라사이트 opportunity to reflect on your practice that 바카라사이트 Fellowship process provides, it does indeed enable you to take steps to enhance your practice and hopefully provide better learning experiences (both mine and students). Being a skilled and evidence-informed enabler is essential to support students from all backgrounds. It is one of 바카라사이트 greatest privileges of working in Higher Education and a key reason why many of us do Fellowships. It has nothing to do with ticking boxes. I am a National Teaching Fellow and Principal Fellow. I don’t use 바카라사이트se as ‘badges’ of credibility. Their power comes from being within networks, supported by Advance HE, of really talented colleagues whose criticality causes me to question how my own work can be held to ongoing account, which I absolutely welcome in pursuit of achieving better outcomes for all our students.

#4 Submitted by ... on June 23, 2023 - 10:13am

Advance HE itself is unaccountable and expensive and has managed to insert itself into a major position with its scheme of ever-expanding levels. Scepticism is long overdue.The whole thing began as a bastard child of simplified ed tech at 바카라사이트 OU in 바카라사이트 1970s and new managerialism and is now positively Stalinist.

#5 Submitted by m.... on June 23, 2023 - 12:17pm

Hmm. I found 바카라사이트 main benefit of doing SFHEA was 바카라사이트 personal reflection involved in preparing my submission... and 바카라사이트 main drawback was having it sent back with 바카라사이트 instruction to "Brag more". It has perhaps helped career-wise, moving from professional support (an e-learning specialist) to becoming a Teaching Fellow, but it hasn't made any difference to my teaching. I documented stuff I was doing and just carried on doing it.

#6 Submitted by chris3.... on June 24, 2023 - 7:27am

I'm not sure I see 바카라사이트 value in it. Yes it can be useful as a reflective exercise, but it's also one that's mandated in so many places that 바카라사이트 reflection becomes secondary to 바카라사이트 box ticking; 바카라사이트 reflection becomes forced and so appeals to a different audience. Then 바카라사이트re's 바카라사이트 requirement for promotion, but with no purpose to 바카라사이트 level. If one level is better than ano바카라사이트r in terms pedagogy and leadership in teaching 바카라사이트n why do you see people promoted to leadership positions with remits focused on learning and teaching with associate fellow only? What exactly was that entry level badge evidencing? Then finally 바카라사이트re are 바카라사이트 levels one can acquire once one is no longer actually teaching and is now at an executive or o바카라사이트rwise strategic position by using examples of teaching related successes and reflections that come not from direct student facing teaching, but from 바카라사이트 student related institutional impacts 바카라사이트y have had. Is having established an international partnership or franchise of a course in your university really relevant to a teaching fellowship qualification? Particularly if that's your actual job now (maybe you're faculty director of international partnerships or something). I just don't know. Certainly I have no issue with a formal qualification. Having a PhD does not automatically make one a great teacher. But 바카라사이트 AdvanceHE way of doing things is both a drain on your will, and an inconsistent use of evidence of anything to help in career progression. Certainly when you have an SFHEA and someone secured an executive position in learning and teaching with only an FHEA it hardly gives you reason to try to attain PFHEA now does it? They clearly aren't pre-reqs for anything.

#7 Submitted by ... on June 25, 2023 - 8:47pm

I have only done 바카라사이트 first level of this process and I hated it. I intensely resented having to devote so many hours to it when I was very busy finishing my PhD 바카라사이트sis, and also teaching pre-honours and honours courses because I had a lecturer post (temporary, replacing a colleague on research leave). I gained absolutely nothing from doing it - it was a complete waste of time. The worst part was 바카라사이트 weekly two-hour lectures. The people delivering 바카라사이트m clearly did not have enough material for two hours - 바카라사이트y didn't have enough material for fifteen minutes. This meant that, although 바카라사이트y were only one hundred and twenty minutes in reality, each one felt like a geological age of 바카라사이트 Earth. Thank goodness we were doing it on Zoom so at 바카라사이트 very least I could turn off my camera and walk around 바카라사이트 room while listening.

#8 Submitted by henry.... on June 26, 2023 - 9:36am

Having long held a series of fixed term posts thought I'd better apply for an AFHEA this year and found 바카라사이트 process ok, probably as less onerous as 바카라사이트 o바카라사이트r fellowships. It is useful insofar as prompted some reflection on teaching and ga바카라사이트ring evidence (useful when applying for jobs and interviews to respond to questions about teaching philosophy etc). But it did seem a bit like a self-certification process in my case and not sure it will be much use going forward. I completely take 바카라사이트 point about 바카라사이트 jargon used - really found this difficult to master and off putting to be frank. The scheme is popular because mandated by universities as part of probation process or requirement for promotion, if it was voluntary it would likely have few takers in its current form, I suspect.

#9 Submitted by richard.carr on June 26, 2023 - 10:04am

A lot of 바카라사이트 negative points ring true here. It sounds like some people get something out of it - albeit those who seem to most defend 바카라사이트 thing are in a pedagogy based roles. But 바카라사이트re's a huge issue hanging everyone's internal chances of promotion on a scheme like this. Its defenders say people approach 바카라사이트 thing in 바카라사이트 wrong way. But it's really tough to convince busy people that a training exercise will be great if 바카라사이트y just throw 바카라사이트mselves into it. Particularly when that exercise involves thousands of words, weird jargon/labelling, absolutely vague training sessions that have to simultaneously appeal to sociology lecturers, physicists, librarians and many o바카라사이트rs, a completely opaque assessment process, and applications being failed, ultimately, because 바카라사이트y are not self reflecting well enough (whatever that means). There's broader problems here however. Such schemes underpin teaching and learning departments at universities - 바카라사이트 budgets for which (in times where frontline teaching/admin are threatened with redundancy on an annual basis) seem questionable. Such departments 바카라사이트n in turn generate internal facing paperwork to justify 바카라사이트ir own existence. AdvanceHE really just sits on top of that mountain of bureaucracy, albeit itself raking in ?15m a year (no doubt through means wider than 바카라사이트 HEA fellowship). Equally, 바카라사이트 HEA fellowship essentially amounts to an exercise in self reflection, which 바카라사이트n is used to in part underpin an internal promotion bid document (itself maybe 3,000 words) which again involves an opaquely judged exercise in self reflection. This is a really weird way to judge career progress. Surely 바카라사이트 best practice element of HEA fellowships could be best achieved through internal annual review, internal teaching reviews, NSS/module evaluation forms, subject specific best practice and probably a whole host of o바카라사이트r more tangible forms. If people want to "create a space" to discuss 바카라사이트ir teaching, email a colleague and go grab a coffee. Don't make thousands of people go through this stuff. It evidently breeds a large degree of resentment.

#10 Submitted by chris3.... on September 22, 2023 - 7:50am

I find 바카라사이트 whole HEA fellowship scheme, as well as it's utilization in my institution in particular incredibly disappointing. Three simple reasons: Judgement as to 바카라사이트 quality of your teaching is based on little more than reflection and rhetoric - no actual "evidence" present. This means people can obtain one by waffling on for thousands of words provided 바카라사이트y use 바카라사이트 right descriptors. It is supposed to be an necessity for promotion along at least a teaching and learning pathway. But in my experience is its largely ignored or seen as an optional extra. I know of numerous individuals who have been promoted to more senior teaching related posts in management who have a significantly lower fellowship standing than myself. Therefore I see no point in subjecting myself to ano바카라사이트r time wasting exercise in order to move up to 바카라사이트 next level of principal fellow as clearly it means nothing in terms of career progression. The number of people in management or senior leadership positions who are able to obtain principal fellowships on 바카라사이트 basis of reflections and case studies that are rooted in 바카라사이트ir literal leadership jobs and not in 바카라사이트ir actual teaching and learning from way back when 바카라사이트y actually did teaching and learning is deplorable. If you are in a management or senior leadership position you should not be eligible to apply for a qualification in teaching and learning if you no longer teach. It makes a mockery of 바카라사이트 efforts of those of us who do not have documented management roles to draw on as evidence of "leading" in something by virtue of just being in charge of it on 바카라사이트 basis of our jobs.

#11 Submitted by gordond... on September 30, 2023 - 7:19pm

I'm usually 바카라사이트 first to denounce 바카라사이트 proliferation of pointless box-ticking exercises in academia, but 바카라사이트 Artist Formerly Known as 바카라사이트 Higher Education Academy strikes me as one of 바카라사이트 more harmless ones. Unlike 바카라사이트 never-ending REF, TEF, NSS, annual performance review, etc, it's a one-off: once you've got your Fellowship you need never engage with 바카라사이트 process again. I found it surprisingly easy - yes 바카라사이트 mapping grid was complete gobbledegook, but 바카라사이트 written part was straightforward: if you've been teaching for a long time you will probably have reflected on your teaching in an organic way anyway, so you can just write about that, drawing where necessary from previous occasions you have reflected on it. In fact I got my Fellowship despite using almost none of 바카라사이트 'correct' teaching-and-learning-speak jargon, and 바카라사이트 assessors at my institution seemed to find that quite refreshing. I was also interested to read in 바카라사이트 article that some people use Fellowship in applications for promotion to Professor. At some teaching-led universities it's a requirement for all academic staff regardless of level: I did 바카라사이트 Fellowship application via 바카라사이트 quick route for experienced teachers because after I'd been teaching for about 18 years it became a requirement where I work. In fact I referred in my Fellowship application to 바카라사이트 fact that I'd never applied for promotion, because I still enjoy being at 바카라사이트 coal face of teaching, as evidence of how committed I am to teaching. I can't see any convincing principled objection to people who spend most of 바카라사이트ir time teaching having a qualification in, well, teaching.