Supporting excellence in teaching
The impact of the role of mentor within an institutional framework for CPD
DOI:
https://doi.org/10.56433/jpaap.v10i1.498Keywords:
mentoring, continuing professional development; UKPSF, learning and teachingAbstract
This focus of this article is the impact of the role of mentor on academic staff within an institutional framework for CPD. A study was undertaken to explore mentors’ experiences of participating in a pilot project that was established to support successful engagement with the framework. Qualitative data from one focus group and one interview were analysed using thematic and emotion coding. The analysis revealed challenges and rewards associated with the role of mentor and highlighted a need for practical support and development opportunities for mentors, as well as greater clarity of roles and responsibilities. An outcome is enhanced support for the project.
References
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Botham, K.A. (2018a). The perceived impact on academics’ teaching practice of engaging with a higher education institutions' CPD scheme. Innovations in Education and Teaching International, 55:2, 164-175, DOI: 10.1080/14703297.2017.1371056
Botham, K.A. (2018b). An analysis of the factors that affect engagement of Higher Education teachers within an institutional professional development scheme. Innovations in Education and Teaching International, 55:2, 176-189, DOI: 10.1080/14703297.2017.1407664
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3: 77-101.
Brockbank, A. and McGill, I. (2006). Facilitating reflective learning through mentoring and coaching. London: Kogan-Page.
Cashmore, A., Cane, C and Cane, R. (2013). Rebalancing promotion in the HE sector: Is teaching excellence being rewarded? York: Higher Education Academy.
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Lea, J. and Purcell, N. (2015). The scholarship of learning and teaching, the Higher education Academy, and the UK Professional Standards Framework. In J. Lea (2015). Enhancing learning and teaching in HE, pp1-19. Maidenhead: OU Press.
Lichtman, M. (2013). Qualitative research in education. A user’s guide. (3rd ed.). London. Sage.
Martin, M. (2011). Preparing to teach: an examination of mentoring in the Scottish teacher induction scheme. In C. Forde and J. O’Brien (2011). Mentoring and coaching pp32-44. Edinburgh: Dunedin Academic Press.
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Saldaña, S. (2016). The coding manual for qualitative researchers. (3rd ed.). London. Sage.
Thornton, T. (2014). Professional recognition: promoting recognition through the Higher Education Academy in a UK higher education institution. Tertiary Education and Management DOI: 10.1080/13583883.2014.931453
University of Glasgow. (2015). Learning and Teaching Strategy 2021-2025. Retrieved from https://www.gla.ac.uk/myglasgow/senateoffice/policies/learningandteachingstrategy/
Van der Sluis, H., Burden, P. and Huet, I. (2017). Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university. Innovations in Education and Teaching International 54:2, 126-134, DOI: 10.80/14703297.2016.1273790
Willis, I. and Davidson J. M. (2017). Academic staff as advocates for a teaching recognition framework in a research-intensive university: what was their experience? Educational Developments, 18.2 pp. 18-21
BIS (Department for Business Innovation and Skills). (2016). Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/523396/bis-16-265-success-as-a-knowledge-economy.pdf
Botham, K.A. (2018a). The perceived impact on academics’ teaching practice of engaging with a higher education institutions' CPD scheme. Innovations in Education and Teaching International, 55:2, 164-175, DOI: 10.1080/14703297.2017.1371056
Botham, K.A. (2018b). An analysis of the factors that affect engagement of Higher Education teachers within an institutional professional development scheme. Innovations in Education and Teaching International, 55:2, 176-189, DOI: 10.1080/14703297.2017.1407664
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3: 77-101.
Brockbank, A. and McGill, I. (2006). Facilitating reflective learning through mentoring and coaching. London: Kogan-Page.
Cashmore, A., Cane, C and Cane, R. (2013). Rebalancing promotion in the HE sector: Is teaching excellence being rewarded? York: Higher Education Academy.
Cousin, G. (2009). Researching learning in higher education. An introduction to contemporary methods and approaches. New York: Routledge.
Creswell, J. W. (2013). Qualitative enquiry and research design: Choosing among five approaches. (3rd ed). London. Sage.
Davidson, M. J. (2018). Recognising Excellence in Teaching (RET): An evaluation of a pilot mentoring project to support staff development. SEDA 23rd annual conference. Birmingham, 15-16 November 2018.
Forde, C. and O’Brien, J. (2011). Coaching and mentoring. Edinburgh: Dunedin Academic Press.
Fung, D. and Gordon, C. (2016). Rewarding educators and education leaders in research-intensive universities. York: Higher Education Academy.
Gillham, B. (2005). Research interviewing. The range of techniques. Maidenhead: Open University Press.
Gravells, J. and Wallace, S. (2012). Dial M for mentor. Critical reflections on mentoring for coaches, educators and trainers. UK: Critical Publishing.
Higher Education Statistics Agency (HESA) (2020/21). Academic teaching qualifications. Retrieved from https://www.hesa.ac.uk/collection/c19025/a/actchqual
Higher Education Academy (2011). UK professional standards framework for teaching and supporting learning. York: HEA. Retrieved from https://www.heacademy.ac.uk/ukpsf
Lea, J. and Purcell, N. (2015). The scholarship of learning and teaching, the Higher education Academy, and the UK Professional Standards Framework. In J. Lea (2015). Enhancing learning and teaching in HE, pp1-19. Maidenhead: OU Press.
Lichtman, M. (2013). Qualitative research in education. A user’s guide. (3rd ed.). London. Sage.
Martin, M. (2011). Preparing to teach: an examination of mentoring in the Scottish teacher induction scheme. In C. Forde and J. O’Brien (2011). Mentoring and coaching pp32-44. Edinburgh: Dunedin Academic Press.
NCIHE (1997). Higher education in the learning society (the Dearing report). National Committee of Inquiry into Higher Education. London: HMSO.
Office for Students (n.d.).National Student Survey, retrieved from https://www.officeforstudents.org.uk/advice-and-guidance/student-information-and-data/national-student-survey-nss/
Pickford, R. (2018). A blueprint for teaching excellence. Journal of Perspectives in Applied Academic Practice, 6 (1) pp. 98-102, https://doi.org/10.14297/jpaap.v6i1.299
Saldaña, S. (2016). The coding manual for qualitative researchers. (3rd ed.). London. Sage.
Thornton, T. (2014). Professional recognition: promoting recognition through the Higher Education Academy in a UK higher education institution. Tertiary Education and Management DOI: 10.1080/13583883.2014.931453
University of Glasgow. (2015). Learning and Teaching Strategy 2021-2025. Retrieved from https://www.gla.ac.uk/myglasgow/senateoffice/policies/learningandteachingstrategy/
Van der Sluis, H., Burden, P. and Huet, I. (2017). Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university. Innovations in Education and Teaching International 54:2, 126-134, DOI: 10.80/14703297.2016.1273790
Willis, I. and Davidson J. M. (2017). Academic staff as advocates for a teaching recognition framework in a research-intensive university: what was their experience? Educational Developments, 18.2 pp. 18-21
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2022-09-30
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