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

Lawrence, Jenny; Hall, Gail

Authors

Jenny Lawrence

Gail Hall



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.

Citation

Lawrence, J., & Hall, G. (2018). Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College-Based Higher Education (CHE). Research in Post-Compulsory Education, 23(4), 437-462. https://doi.org/10.1080/13596748.2018.1526903

Journal Article Type Article
Acceptance Date Jun 4, 2018
Online Publication Date Jan 31, 2019
Publication Date Oct 2, 2018
Deposit Date Sep 2, 2021
Journal Research in Post-Compulsory Education
Print ISSN 1359-6748
Electronic ISSN 1747-5112
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 23
Issue 4
Pages 437-462
DOI https://doi.org/10.1080/13596748.2018.1526903
Keywords HE in FE; College based HE; Academic development; Scholarship; Reward and recognition; Educational development; Professional development
Public URL https://hull-repository.worktribe.com/output/1992868
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rpce20; Received: 2018-01-25; Accepted: 2018-06-04; Published: 2019-01-31