Professional Development for Teaching in Higher Education: A Brief Account of the Evolution of Accredited Programmes in the UK

There is a long tradition of enhancing the practice of teaching in UK universities. Full programmes on the broad area of academic practice or the narrower one of learning and teaching have been a significant feature for many years. Many programmes were developed because of grass root enthusiasts and initiatives, but since 1997 UK government has sought increasingly to shape direction and policy in this area. Since 1999 such programmes can be accredited by a national body and staff taking them obtain a readily portable certificate. In 2003, 107 universities out of a possible 116 had an accredited programme. The curricula are varied, but map onto a set of core knowledge and values specified by the accrediting body, the Higher Education Academy. One programme is described in more detail. Moves are underway toward greater commonality of standard and content, in the shape of professional standards, and a government requirement for inexperienced lecturing staff to take such programmes. Mention is made of areas of critique and concern for accredited programmes, including: evidencing their impact on student learning; catering for disciplinary differences; how they are assessed; the balance of theory and practice; the role of reflection; the impact of compulsion; and whether teaching activity is sufficiently recognised.

04.01.2007 | Heather Fry (London)