Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships

Cathcart, Abby; Dransfield, Mark; Floyd, Sarah; Campbell, Lauri-Anne; Carkett, Rachael; Davies, Vicky; Duhs, Ros; Smart, Fiona

Abstract

Global membership of the HEA fellowship scheme is increasing. There is limited research examining whether fellowship delivers on its promise to improve teaching quality and the learning experience. In this comprehensive survey of educators’ perceptions in the UK and Australia, our results indicate impact on individuals, practice, and community. Importantly, 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 adopt a critical stance in designing recognition schemes that maximise impact and acknowledge the multiple benefits valued by educators.

Citation

Cathcart, A., Dransfield, M., Floyd, S., Campbell, L.-A., Carkett, R., Davies, V., Duhs, R., & Smart, F. (2023). Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships. International Journal for Academic Development, 28(3), 319-333. https://doi.org/10.1080/1360144X.2021.1938075

• Journal Article Type: Article
• Acceptance Date: Oct 20, 2020
• Online Publication Date: Jun 24, 2021
• Publication Date: 2023-09
• Deposit Date: Nov 2, 2020
• Publicly Available Date: Dec 25, 2022
• Print ISSN: 1360-144X
• Electronic ISSN: 1470-1324
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 28
• Issue: 3
• Pages: 319-333
• DOI: https://doi.org/10.1080/1360144X.2021.1938075
• Keywords: Professional Standards Framework (PSF), Self-efficacy, HEA Fellow, Teaching Excellence, Reflection, Impact, Intangible benefits
• Public URL: http://researchrepository.napier.ac.uk/Output/2697639