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2017•Innovations in Education and Teaching InternationalRequires access

The perceived impact on academics’ teaching practice of engaging with a higher education institution’s CPD scheme

Kathryn Ann Botham

Open publisher page 42 citations

Abstract

A study was undertaken to identify via questionnaire (42) and interview (6) academic staff perceptions of the impact on their practice of engagement with an institutional Continuing Professional Development (CPD) Scheme aligned to the UK PSF and leading to HEA Fellowship. This paper focuses on three key themes in relation to teaching and learning practice development: Reward and recognition for teaching and learning quality; change in teaching practice and enhanced engagement with professional development; and action planning and CPD. The findings indicate that engagement with an institutional HEA accredited PSF scheme leads to positive change in a scheme applicant’s perception of their practice and supports wider academic development of colleagues through mentorship and leadership.

About this research paper

What this paper is about

A study was undertaken to identify via questionnaire (42) and interview (6) academic staff perceptions of the impact on their practice of engagement with an institutional Continuing Professional Development (CPD) Scheme aligned to the UK PSF and leading to HEA Fellowship. This paper focuses on three key themes in relation to teaching and learning practice development: Reward and recognition for teaching and learning quality; change in teaching practice and enhanced engagement with professional development; and action planning and CPD. The findings indicate that engagement with an institutional HEA accredited PSF scheme leads to positive change in a scheme applicant’s perception of their practice and supports wider academic development of colleagues through mentorship and leadership.

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OpenAlex reports 42 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

A study was undertaken to identify via questionnaire (42) and interview (6) academic staff perceptions of the impact on their practice of engagement with an institutional Continuing Professional Development (CPD) Scheme aligned to the UK PSF and leading to HEA Fellowship. This paper focuses on three key themes in relation to teaching and learning practice development: Reward and recognition for teaching and learning quality; change in teaching practice and enhanced engagement with professional development; and action planning and CPD. The findings indicate that engagement with an institutional HEA accredited PSF scheme leads to positive change in a scheme applicant’s perception of their practice and supports wider academic development of colleagues through mentorship and leadership.

Key concepts: Mentorship, Accreditation, Medical education, Institution, Professional development, Faculty development, Psychology, Perception

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