ABSTRACT

This study investigates the perceived benefits to academics who assess HEA Fellowship applications in one institution. Results show that the assessors experience similar benefits from engaging with the continuing professional development (CPD) scheme as those reported by applicants. The data also indicate that the scheme nurtures a teaching-focused community of practice. By examining and discussing authentic practice from diverse subject areas, assessors contribute to the development of a cross-disciplinary consensus on teaching standards. Academic developers broker these community-based interactions, which go on to inform individual and departmental practice. Recommendations are presented to help academic developers nurture such communities in their institutions.

摘要

这项研究调查了评估在一所机构中申请HEA奖学金的学者的感知收益。结果表明，评估人员从持续专业发展（CPD）计划中获得的收益与申请人报告的收益相似。数据还表明，该计划培养了以教学为重点的实践社区。通过检查和讨论来自不同学科领域的真实实践，评估人员有助于在教学标准上形成跨学科共识。学术开发人员代理这些基于社区的交互，并继续为个人和部门实践提供信息。提出了一些建议，以帮助学术开发人员在其机构中培育此类社区。