How should we recognise and reward teaching in higher education?

1. How should we recognise and reward teaching in higher education? Paul Ramsden

2. “A key aim of the Coalition is to recognise teaching at all levels” David Willetts, July 2010

3. Overview • What’s the evidence base? • An important distinction • 1995 -- an Australian investigation • 2008-9 -- a UK study • Standards and criteria

4. What is the evidence base?

5. How to improve teaching and the student experience? • Name and shame poor departments? • Provide more ‘informed choice’? • Design of learning environments? • Students’ experiences of the designs?

6. Students’ approaches to learning Perception of context: teaching & assessment inappropriate Surface approach Outcome – “nothing” Perception of context: teaching & assessment enabling Deep approach Outcome + “imaginative acquisition of knowledge”

10. Lecturers Students Perception of context: teaching & assessment inappropriate Theory 1 teacher & content Surface approach Outcome – Perception of context: teaching & assessment enabling Theory 3 relation student- content Deep approach Outcome +

11. An important distinction

12. An important, though imperfect, distinction Raise status & importance of teaching NTFS, CETLs, LTPF (Australia), performance funding in universties, Sweden Centres of Excellence, Academy Fellowships, accredited programmes … publication of wastage and earnings rates … Recognise & reward academics Teaching awards, specific changes in promotions/ appointment criteria

13. Australia 1995Committee for the Advancement of University Teaching

14. Australia 1995

15. The 1995 investigation

16. The Recognising and Rewarding recommendations A1 Articulate more explicit criteria and standards of good teaching A2 Establish minimum standards of teaching performance A4 Broaden the base of evidence used to assess teaching A5 Prepare committee members for their role as assessors of teaching A6 Help candidates learn how to describe teaching achievements A7 Expect all newly-appointed academic staff to become qualified as teachers A8 Link internal quality assurance processes to progress in changing the reward system B1 Build an academic environment in which it is pleasant to teach well B2 Acknowledge the crucial role of leadership in recognising and rewarding good teaching B3 Enhance the effectiveness of academic development units and personnel B4 Think more creatively about ways of recognising and rewarding good teaching C1 Accelerate progress towards a profession of university teaching C2 Extend research-based approaches to teaching improvement C3 Make senior leadership appointments in teaching C4 Allocate a specific component of operating grant to improving and supporting teaching C5 Form networks of people and resources beyond the university who can help improve teaching C6 Honour teaching and teaching achievements publicly, as part of a coherent system C7 Monitor the effect of schemes for recognising and rewarding good teaching

17. Standards and criteria • Articulate more explicit criteria and standards of good teaching • Establish minimum standards of teaching performance • Expect all newly-appointed academic staff to become qualified as teachers • Accelerate progress towards a profession of university teaching • Resources and QA • Link internal QA processes to progress in changing the reward system • Allocate a specific component of funding to improving and supporting teaching • Leadership and environment • Build an academic environment in which it is pleasant to teach well • Acknowledge the crucial role of leadership in recognising and rewarding good teaching • Celebrating achievement • Form networks beyond the university to improve teaching • Honour teaching and teaching achievements publicly, as part of a coherent system

18. UK 2008-9Higher Education Academy (Paul Ramsden) GENIE CETL, University of Leicester (Annette Cashmore)

19. UK 2008-9 • Survey of promotion policies & criteria (data from 104 HEIs) • Analysis of impact (e.g. numbers promoted) • Online survey of academics’ perceptions • Series of interviews

20. UK 2008-9 – research and promotion In your department or faculty, to what extent are the following regarded as important for promotion? How important do you think they should be? (% somewhat important+important+very important)

21. UK 2008-9 – teaching and promotion In your department or faculty, to what extent are the following regarded as important for promotion? How important do you think they should be? (% somewhat important+important+very important)

22. UK 2008-9: Survey of university policies and criteria • Out of 104 institutions – • 104 had research criteria in their promotion policies • 73 had teaching criteria in their promotion policies • Only 46 could provide data about which promotions had incorporated teaching as a component • Very few promotions to senior posts in the more research-intensive universities included teaching as a component

23. In principle you can achieve promotion on the basis of teaching but it rarely happens. So I think that we need to implement the policy [of promoting people for teaching excellence] with an eye on numbers of promotions that are actually made this way. • There are cases where promotional criteria have not been consistently applied or followed through. There are more members of the research community on the promotions panel than lecturers so there is already an imbalance there. It gives the message that research is more important than teaching. • We now have a career structure on our website for “university teachers”, but it is seen as a second-class thing. One of the things that can happen is that if someone is not as research active as a lecturer or senior lecturer, they’ll get moved sideways to university teacher. • I think that management style is the key to recognising good teaching. If you have a manager who is interested in pushing teaching then it will be recognised. If you haven’t then you really are up against it, aren’t you? • The recognition for my teaching activities is due, in no small part, to our PVC who is really outstanding in this area. And to my own head of department who has been very supportive.

24. The need for change –recommendations • Incentivise excellence in academic teaching to the same degree as excellence in research • Record data on grounds for academic promotion • National effort to develop rigorous criteria for recognising teaching performance • Apply the criteria and methods to all academic promotions • Review and monitor progress - QAA, UUK, HEFCE • Review leadership and management for teaching in higher education

25. Standards and criteria – an example

26. Research output assessment (RAE 2008) Criteria • Originality (engages with new problems or old problems in new ways) • Significance (provides new knowledge; influential, challenging) • Rigour (systematic; robust theory and method) Quality levels (aka standards) 4*World leading ‘At the forefront of research of international quality’ 3* International excellence 2* International recognition 1* National recognition ( ) Unclassified

27. Fundamentals Fundamental things have got to be simple… we must look for simplicity in the system first. Ernest Rutherford

28. Fundamentals • Positive attitude towards students? • Ability to communicate well? • Lively interest in improving teaching?

29. And even more fundamental... The aim of teaching is simple: it is to make student learning possible.

30. Performance A lecturer should appear easy and collected, undaunted and unconcerned, his thoughts about him and his mind clear for the contemplation and description of his subject. Michael Faraday

31. Performance • Planning (e.g. effective subject design, clear objectives) • Process (e.g. presentation technique, VLE design) • Assessment (e.g. use of variety of appropriate methods) • Outcomes (some evidence of link to learning) • Evaluation (some evidence of use of evaluation to improve)

32. Research-led teaching This atmosphere of excitement, arising from imaginative consideration of knowledge, transforms knowledge. A. N. Whitehead

33. Research-led teaching • Imagination and enthusiasm: a shared journey to understanding rather than delivery of content (topstudentsexpect to find themselves in a community of learners) • Effective design of curricula to engage students in inquiry • Materials make use of primary sources, recent discoveries, progress in field • Clarity of communication • (‘If you can't explain it simply, you don't understand it well enough’ – • Albert Einstein)

34. Student-focused teaching The two secrets of lecturing from which everything else follows: first, to believe that you have something worth telling your audience; second, to imagine yourself as one of that audience. R.V. Jones

35. Student-focused teaching • Focus on relation between students and subject matter • Use of evaluation evidence to redesign curriculum • Use of assessment data to modify teaching strategies • Choice of technique reflects level of student knowledge • From “Did I make the goals clear?” to “Are the goals clear to the students?”

36. Scholarship in teaching What is needed is for teachers in higher education to bring to their teaching activities the same critical, doubting and creative attitude which they bring habitually to their research activities. Lewis Elton

37. Scholarship in teaching • Critical, doubting, creative? • Systematic use of best available evidence to select and deploy teaching and assessment strategies • Publication of refereed journal articles on university teaching in field • Esteem:invitations to address internationalconferences on university teaching in field • Esteem: awards, qualifications, recognition as an expert

38. Leadership in teaching She successfully inspired us to transform the course and to re-focus on our students. She melded a diverse group of academics into a team of great teachers. A lecturer

39. Leadership in teaching • Successful re-design and coordination of courses; team leadership in teaching; inspiration to change • Policy development and implementation • Mentoring of junior academics as teachers • External recognition (e.g. application of teaching strategies, QA processes and curriculum design in other institutions) • Coordination of benchmarking activities with other universities

40. In this example, the criteria are hierarchically ordered, implying the standards (c.f. RAE) Non-negotiable basis: Performance Second level: Research-led Third level: Studentfocus Fourth level: Scholarship Fifth level: Leadership … leading to a structure that can be mapped on to promotion at different levels.

41. And the evidence? • Are the basics in place? • Use multiple sources and estimate consistency • ‘Evaluate teaching like research’ • Use peer review if possible • Use hard data when available • Consider environment and esteem • Do the claims made match the evidence? • How well does the candidate link activities to learning outcomes?