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The Teaching and Research Relationship: Developing Institutional Policy and Practice. Cavendish Conference Centre 8 th November 2005. A Wee Story frae Scotland. Bob Matthew Director, Teaching & Learning Service University of Glasgow. Overview of the Presentation. A bit of geography!

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The teaching and research relationship developing institutional policy and practice

The Teaching and Research Relationship: Developing Institutional Policy and Practice

Cavendish Conference Centre

8th November 2005


A wee story frae scotland

A Wee Story frae Scotland Institutional Policy and Practice

Bob Matthew

Director, Teaching & Learning Service

University of Glasgow


Overview of the presentation
Overview of the Presentation Institutional Policy and Practice

  • A bit of geography!

  • The University Teacher Position

  • Issues for Probation

  • Case Study 1 and 2

  • Issues and Final Thoughts


A bit of geography 1
A bit of Geography - 1 Institutional Policy and Practice


A bit of local geography 2
A bit of local Geography - 2 Institutional Policy and Practice


The university teacher position
The University Teacher Position Institutional Policy and Practice

  • Introduced 4 years ago

  • UTs expected to deliver ‘research informed teaching and scholarship’

  • Full career structure available ie UT, Senior UT, Reader and Chair

  • Promotions to all grades now in place.


Issues for probation 1
Issues for Probation 1 Institutional Policy and Practice

  • All UTs and some SUTs are intially on probation

  • Normally 3 years

  • At outset targets for Teaching, Administration and Scholarship set for whole probationary period

  • Annual review of progress by New Lecturer and Teacher Development Group

  • Scholarship targets?


Issues for probation 2
Issues for Probation 2 Institutional Policy and Practice

  • Scholarship Targets

  • A need to be ‘measurable’ and ‘evidencable’

  • They are not the same as research targets

  • Nor are they ‘education research targets’

  • UTs need time for scholarship – they don’t just teach (though expected to do more teaching than ULs)


Case study no 1
Case Study No 1 Institutional Policy and Practice

  • A new appointment in School of Business & Management

  • Teaching Load 50% higher than average for a lecturer

  • Being mentored by subject specialist and someone from TLS


Case study no 1 continued
Case Study No 1 continued Institutional Policy and Practice

  • Scholarship targets

    • Complete redesign of Level 1 provision – to include study/research skills and implementation of University Employability Strategy & VLE support – including taking proposals thro’ appropriate QA procedures.

    • Evaluation of redesign and tweaking as appropriate

    • Development of collaborative approach to team teaching (14 staff involved)

    • Updating HRM module (subject specialism)

    • Work on large group lecturing (400+)


Case study no 2
Case Study No 2 Institutional Policy and Practice

  • University Teacher in Prosthodontics (Dentistry)

  • Teaching load (~24 hours per week)

  • No clinical teaching (all laboratory and small group teaching).

  • Issue is reduction in GDC requirement for Prosthodontic lab work and yet psychomotor skill development in fitting of devices is of growing importance

  • Being mentored by a clinician.


Case study no 21
Case Study No 2 Institutional Policy and Practice

  • Scholarship

    • Redesign of the entire prosthodontics course in new dental curriculum.

    • Part of new Dental Education Group – so systematic evaluation and ‘publication’ (not for RAE purposes) of outcomes is expected.

    • Delivery of CPD programme to practitioners


Issues for ed dev unit
Issues for Ed Dev Unit Institutional Policy and Practice

  • Ed Dev Unit playing a significant role in mentoring of UTs on probation

  • Ed Dev unit working with NLTDG on providing better guidance / exemplar materials of types of scholarship targets acceptable

  • Ed Dev unit providing appropriate training courses new and established University Teachers and promoted grades eg PGDip and MEd


Final thoughts
Final Thoughts Institutional Policy and Practice

  • Increasingly Teachers status is not seen as second class to lecturers

  • Promoted posts (and those promoted) have demonstrated that ‘excellence’ is necessary

  • Reinvigorating of promoted staff (feeling valued)

  • Still need to work on ‘scholarship’ and how is being developed in different areas of the university


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