Teaching excellence: Recognising the many as well as the few

Beth Beckmann

    Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

    Abstract

    Australian higher education institutions actively pursue strategies to recognise and reward teachers with an apparent goal of improving overall institutional teaching quality. However, most of these strategies involve competitive recognition of teaching excellence, and reward relatively few staff. In 2014, an Australian university tried a new strategy, introducing an international scheme with the potential to recognise all staff who can demonstrate appropriate professional experience and effective engagement in university teaching and support of learners. Within 30 months, more than 400 academic and professional stafffrom that university and from other Australasian institutions that sought involvementhad made successful applications for recognition under this scheme. With more institutions now adopting this international scheme within Australasia, the four attributes of this scheme that are contributing to its successinclusiveness; an experiential, reflective and developmental focus; peer review, peer feedback and peer engagement; and the international perspectiveare considered.
    Original languageEnglish
    Title of host publicationHigher Education Research and Development Society of Australia Inc.
    Place of PublicationHammondville, Australia
    PublisherHigher Education Research and Development Society of Australasia (HERDSA)
    Pages13-22pp
    EditionPeer reviewed
    ISBN (Print)9780908557967
    Publication statusPublished - 2016
    Event39th HERDSA Annual International Conference 2016 - Fremantle, Australia, Australia
    Duration: 1 Jan 2016 → …

    Conference

    Conference39th HERDSA Annual International Conference 2016
    Country/TerritoryAustralia
    Period1/01/16 → …
    OtherJuly 4-7 2016

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