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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

Bob Matthew

Director, Teaching & Learning Service

University of Glasgow

overview of the presentation
Overview of the Presentation
  • A bit of geography!
  • The University Teacher Position
  • Issues for Probation
  • Case Study 1 and 2
  • Issues and Final Thoughts
the university teacher position
The University Teacher Position
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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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