Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College-Based Higher Education (CHE)

ABSTRACT

A reading of college-based HE (CHE) teachers’ self-identified academic development preferences against an understanding of the professional demands of academic practice in Higher Education (HE), whilst being mindful of the specific college-based context, serves to add the experiences of CHE teachers to the HE sector understanding of ‘the staff development needs of a changing academic workforce’. Here the outline of academic or professional competencies that call for developmental attention and the shape this development activity may take to better engage and support college-based HE teachers in their academic practice is based on their personal testimony.

KEYWORDS:

• HE in FE
• college based HE
• academic development
• scholarship
• reward and recognition
• educational development
• professional development

Acknowledgments

This research was supported by the Association of Colleges Scholarship Project, a HEFCE Catalyst Fund study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Association of Colleges Scholarship Project, a HEFCE Catalyst Fund study.

Notes on contributors

Jenny Lawrence

Dr Jenny Lawrence PFHEA, AFSEDA is a Teaching Enhancement Advisor (Scholarship of Teaching and Learning) at the University of Hull, Associate of the Higher Education Academy, and independent consultant and coach in academic practice. At the time of conducting this research she was an Association of Colleges/HEFCE HE Scholarship Development Manager located at North Lindsey College. Her research interests include the role scholarship of teaching and learning plays in the wellbeing of the HE learning community.

Gail Hall

Gail Hall is an Association of Colleges/HEFCE HE Scholarship Development Manager based at Leicester College and Derby College, and has over ten years’ experience in College Higher Education. Her research interests include student academic skills development and the professional identity and development of education professionals.