The impact of a Postgraduate Certificate in Teaching in Higher Education on university lecturers appointed for their professional expertise at a teaching-led university: ‘It’s made me braver’

References

• Åkerlind , G. 2007 . Constraints on academics’ potential for developing as a teacher . Studies in Higher Education , 32 ( 1 ) : 21 – 37 .
   Web of Science ®Google Scholar
• Bamber , V. 2002 . To what extent has the Dearing Policy recommendation on training new lecturers met acceptance? Where Dearing went that Robbins didn’t dare . Teacher Development , 6 ( 3 ) : 433 – 455 .
   Google Scholar
• Biggs , J. 2003 . Teaching for quality learning at university , 2nd ed. , Buckingham , , UK : SRHE & Open University Press .
   Google Scholar
• Boyle , J. 1994 . “ Styles of ethnography ” . In Critical issues in qualitative research methods , Edited by: Morse , J. 159 – 185 . Thousand Oaks , CA : Sage .
   Google Scholar
• Carnell , E. 2007 . Conceptions of effective teaching in higher education: Extending the boundaries . Teaching in Higher Education , 12 ( 1 ) : 25 – 40 .
   Web of Science ®Google Scholar
• Clarke , A. 1997 . “ A social worlds research adventure ” . In Grounded theory in practice , Edited by: Strauss , A. and Corbin , J. 63 – 94 . Thousand Oaks , CA : Sage .
   Google Scholar
• Comber, D., & Walsh, L. (2008). Enhancing educational development for new academic staff through the inclusion and comparison of disciplinary pedagogies. Final report, Scottish Higher Education Enhancement Research, Phase II. Retrieved September 12, 2011, from http://www.heacademy.ac.uk/resources/detail/nations/scotland/enhancing_educational_development_for_new_acadmeic_staff_through_the_inclusion
   Google Scholar
• Gibbs , G. and Coffey , M. 2000a . Training to teach in higher education: A research agenda . Teacher Development , 4 ( 1 ) : 31 – 45 .
   Google Scholar
• Gibbs , G. and Coffey , M. What is training university teachers attempting to achieve and how could we tell if it makes any difference? . Paper presented at the International Consortium for Educational Development Conference . Bielefeld , Germany. July .
   Google Scholar
• Glaser , B. and Strauss , A. 1967 . The discovery of grounded theory: Strategies for qualitative research , London : Weidenfeld & Nicolson .
   Google Scholar
• Goetz , J. and LeCompte , M. 1984 . Ethnography and qualitative design in educational research , London : Academic Press .
   Google Scholar
• Gomm , R. , Hammersley , M. and Foster , P. 2000 . Case study method: Key issues, key texts , London : Sage .
   Google Scholar
• Gosling , D. 2009 . Educational development in the UK: A complex and contradictory reality . International Journal for Academic Development , 14 ( 1 ) : 5 – 18 .
   Google Scholar
• Guba , E. and Lincoln , Y. 1989 . Fourth generation evaluation , London : Sage .
   Google Scholar
• Hanbury , A. , Prosser , M. and Rickinson , M. 2008 . The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching . Studies in Higher Education , 33 ( 4 ) : 469 – 483 .
   Web of Science ®Google Scholar
• Ho , A. , Watkins , D. and Kelly , M. 2001 . The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme . Higher Education , 42 ( 2 ) : 143 – 169 .
   Web of Science ®Google Scholar
• Hunt , C. 2007 . Diversity and pedagogic practice: Reflections on the role of an adult educator in higher education . Teaching in Higher Education , 12 ( 5–6 ) : 765 – 779 .
   Web of Science ®Google Scholar
• Kahn , P. , Young , R. , Grace , S. , Pilkington , R. , Rush , L. , Tomkinson , B. and Willis , I. 2006 . The role and effectiveness of reflective practices in programmes for new academic staff: A grounded practitioner review of the research literature , Higher Education Academy . Retrieved September 12, 2011, from http://www.heacademy.ac.uk/resources/detail/publications/reflective_practice_lr
   Google Scholar
• Kahn , P. , Young , R. , Grace , S. , Pilkington , R. , Rush , L. , Tomkinson , B. and Willis , I. 2008 . Theory and legitimacy in professional education: A practitioner review of reflective processes within programmes for new academic staff . International Journal for Academic Development , 13 ( 3 ) : 161 – 173 .
   Google Scholar
• Kandlbinder , P. and Peseta , T. 2009 . Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom . International Journal for Academic Development , 14 ( 1 ) : 19 – 31 .
   Google Scholar
• Kilminster , S. , Jolly , B. and van der Vleuten , C. 2002 . A framework for effective training for supervisors . Medical Teacher , 24 ( 4 ) : 385 – 389 .
   Web of Science ®Google Scholar
• Kitzinger , J. 1999 . “ The methodology of focus groups: The importance of interaction between research participants ” . In Qualitative research , Edited by: Bryman , A. and Burgess , R. Vol. 2 , 138 – 155 . London : Sage .
   Google Scholar
• Knight, P. (2006). The effects of postgraduate certificates. Retrieved July 2011, from http://kn.open.ac.uk/public/document.cfm?docid=8640
   Google Scholar
• Knight , P. , Tait , J. and Yorke , M. 2006 . The professional learning of teachers in higher education . Studies in Higher Education , 31 ( 4 ) : 319 – 339 .
   Google Scholar
• Knight , P. and Trowler , P. 2000 . Department-level cultures and the improvement of learning and teaching . Studies in Higher Education , 25 ( 1 ) : 69 – 83 .
   Web of Science ®Google Scholar
• Pill , A. 2005 . Models of professional development in the education and practice of new teachers in higher education . Teaching in Higher Education , 10 ( 2 ) : 175 – 188 .
   Web of Science ®Google Scholar
• Prosser , M. , Rickinson , M. , Bence , V. , Hanbury , A. and Kulej , M. 2006 . Formative evaluation of accredited programmes , Higher Education Academy . Retrieved September 12, 2011, from http://www.heacademy.ac.uk/resources/detail/publications/formative_evaluation_of_accredited_programmes_may06
   Google Scholar
• Rust , C. 2000 . Do initial training courses have an impact on university teaching? The evidence from two evaluative studies of one course . Innovations in Education and Training International , 37 ( 3 ) : 254 – 262 .
   Web of Science ®Google Scholar
• Sharpe , R. 2004 . “ How do professionals learn and develop? Implications for staff and educational developers ” . In Enhancing staff and educational development , Edited by: Baume , D. and Kahn , P. 132 – 153 . London : Routledge .
   Google Scholar
• Smith , H. 2004 . “ The impact of staff development programmes and activities ” . In Enhancing staff and educational development , Edited by: Baume , D. and Kahn , P. 96 – 116 . London : Routledge .
   Google Scholar
• Stake , R. 1995 . The art of case study research , Thousand Oaks , CA : Sage .
   Google Scholar
• Trigwell , K. , Prosser , M. and Waterhouse , F. 1999 . Relations between teachers’ approaches to teaching and students’ approaches to learning . Higher Education , 37 ( 1 ) : 57 – 70 .
   Web of Science ®Google Scholar
• Trowler , P. and Bamber , R. 2005 . Compulsory higher education teacher training: Joined-up policies, institutional architectures and enhancement cultures . International Journal for Academic Development , 10 ( 2 ) : 79 – 93 .
   Google Scholar
• Trowler , P. and Cooper , A. 2002 . Teaching and learning regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development progammes . Higher Education Research & Development , 21 ( 3 ) : 221 – 240 .
   Google Scholar
• Warnes, M. (2008). The effects of postgraduate certificates. INSPIRE Networks, 10. Retrieved September 12, 2011, from http://www.inspire.anglia.ac.uk/assets/Uploads/Publications/Research/L&T/The_Effects_Of_Postgraduate_Certificates_Final_Report_Nov2007.pdf
   Google Scholar
• Yin , R. 2003 . Case study research: Design and methods , 3rd ed. , Thousand Oaks , CA : Sage .
   Google Scholar