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 language | English |
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Title of host publication | Higher Education Research and Development Society of Australia Inc. |
Place of Publication | Hammondville, Australia |
Publisher | Higher Education Research and Development Society of Australasia (HERDSA) |
Pages | 13-22pp |
Edition | Peer reviewed |
ISBN (Print) | 9780908557967 |
Publication status | Published - 2016 |
Event | 39th HERDSA Annual International Conference 2016 - Fremantle, Australia, Australia Duration: 1 Jan 2016 → … |
Conference
Conference | 39th HERDSA Annual International Conference 2016 |
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Country/Territory | Australia |
Period | 1/01/16 → … |
Other | July 4-7 2016 |