Building academic staff teaching competencies: How pedagogic continuous professional development for academic staff can be organised and developed in research-intensive universities

Sofie Kobayashi*, Jens Dolin, Anni Søborg, Jon Turner

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract / Description of output

The quality of teaching and the pedagogical development of teaching staff is a key issue in higher education. However, university faculty, particularly in research-intensive universities, mostly identify themselves as researchers, and this understanding will to a large degree be supported and reinforced by the universities influenced by league tables based on research performance. While many universities are recognising the importance of a focus on improving teaching, the general value system—from hiring requirements to promotion criteria—and the whole institutional culture still revolve around research. Research is the hard currency and within such a framework teaching competence development will always be difficult to put high on the agenda, be it the agenda of the individual teacher or the university itself. The current chapter considers how two universities—the University of Copenhagen and the University of Edinburg—are responding to this challenge. In the case studies offered, key factors that influence policy and practice with respect to teaching within the institutions are identified, along with their strategies to systematically build teaching competence.
Original languageEnglish
Title of host publicationStrengthening Teaching and Learning in Research Universities
Subtitle of host publicationStrategies and Initiatives for Institutional Change
PublisherSpringer
Pages103-128
Number of pages26
ISBN (Electronic)9783319564999
ISBN (Print)9783319564982
DOIs
Publication statusPublished - 13 Jul 2017

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