Impact of courses for university teachers

Year: 2004

Author: McArthur, Jan, Earl, Shirley, Edwards, Vivien

Type of paper: Abstract refereed

Abstract:
Research undertaken into the Postgraduate Certificate in Teaching and Learning in Higher Education (PgC TLHE) at Napier University, Edinburgh is producing surprising results that appear to challenge some accepted thoughts on the impact of such courses. In this research project we compare the teaching, learning and assessment strategies of members of staff who have successfully completed the PgC TLHE and those who have not undertaken it. The research prompts questions about both the philosophies and aims of such programmes, within institutional and wider contexts, and how we can or should go about measuring or evaluating the impact of such programmes. The importance, and the potential danger, of exploring impact in the current higher education policy context is also considered.

In part one of this paper we will outline the research undertaken at Napier University and consider some preliminary findings suggesting both similarities and differences between staff who have undertaken the PgC TLHE and those who have not. Then, in part two, we will consider three alternative scenarios of what impact the PgC TLHE may be having, and discuss the implications of these for educational developers and their practice, and the nature of academic skill. Crucially linked to these questions, we will consider how one can, or should, go about research into the impact of such programmes for promoting better practice in the field of teaching and learning.

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