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ABSTRACT
This study investigates the perceived benefits to academics who assess HEA Fellowship applications in one institution. Results show that the assessors experience similar benefits from engaging with the continuing professional development (CPD) scheme as those reported by applicants. The data also indicate that the scheme nurtures a teaching-focused community of practice. By examining and discussing authentic practice from diverse subject areas, assessors contribute to the development of a cross-disciplinary consensus on teaching standards. Academic developers broker these community-based interactions, which go on to inform individual and departmental practice. Recommendations are presented to help academic developers nurture such communities in their institutions.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Lynnette Matthews
Lynnette Matthews (PhD, SFSEDA, PFHEA) has a portfolio of designing and delivering initial and continuing professional development programmes for academic staff. In 2015, she was awarded a Distinguished Teaching Fellowship by the University of Leicester for her outstanding contribution to the promotion of effective student learning experiences in support of the development of teaching excellence across the institution.
Kerry Dobbins
Kerry Dobbins (PhD, SFHEA) is an experienced pedagogic researcher. Her area of expertise concerns the scholarship of teaching and learning and the enhancement of teaching and learning practices. She has conducted numerous education research projects, most recently investigating perspectives and uses of intended learning outcomes, and student/mentor relationships.