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

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
• 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