ABSTRACT

Global membership of the HEA fellowship scheme is increasing. Despite the focus by academic developers on supporting staff to achieve fellowship, there is limited research that examines whether it improves teaching and the learning experience. Our detailed survey of educators in the UK and Australia indicates perceptions of impact on individuals, practice, and community. Importantly for academic developers, the reflective act of developing a fellowship has potential to shape the student learning experience. However, some staff are frustrated and disillusioned by their experience. We call for institutions to design development and recognition that maximise impact and acknowledge the benefits valued by educators.

摘要

HEA 奖学金计划的全球会员数量正在不断增加。尽管学术开发人员将重点放在支持员工获得奖学金上，但检验其是否改善教学和学习体验的研究却很有限。我们对英国和澳大利亚教育工作者的详细调查表明了对个人、实践和社区影响的看法。对于学术开发者来说，重要的是，发展奖学金的反思行为有可能塑造学生的学习体验。然而，一些员工对他们的经历感到沮丧和幻灭。我们呼吁机构设计发展和认可，以最大限度地发挥影响力并承认教育工作者所重视的好处。