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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 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

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  1. The Teaching and Research Relationship: Developing Institutional Policy and Practice Cavendish Conference Centre 8th November 2005

  2. A Wee Story frae Scotland Bob Matthew Director, Teaching & Learning Service University of Glasgow

  3. Overview of the Presentation • A bit of geography! • The University Teacher Position • Issues for Probation • Case Study 1 and 2 • Issues and Final Thoughts

  4. A bit of Geography - 1

  5. A bit of local Geography - 2

  6. 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.

  7. 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?

  8. 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)

  9. 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

  10. 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+)

  11. 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.

  12. 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

  13. 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

  14. 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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