Getting down to the nitty-gritty: the trials and tribulations of an institutional professional recognition scheme

Abstract

The current national and institutional focus on teaching and learning in higher education (HE) in the UK has led to a growing credentialisation of those teaching in this sector. There is now more emphasis on being recognised as being qualified to teach in HE and this information is being included in statistical reports, marketing documentation and other promotional materials. Thus, having a recognised qualification is becoming requisite for many, both those new to teaching in this sector and experienced colleagues, who hitherto had never needed to consider this. This paper considers some of the practicalities and potential pitfalls of introducing a professional recognition scheme for those involved in teaching and supporting learning across a university.

Keywords:

• human resources
• UK professional standards
• higher education academy

Additional information

Jo Peat is Head of Academic Professional Development at the University of Roehampton, working in the Department of Academic Enhancement. Jo's research focuses on pedagogic practices, the HE student experience, retention and success and professional development. Jo is also a member of the SEDA Executive (The Staff and Educational Development Association).