\u27\u27When we speak faculty listen:\u27\u27 Exploring potential spaces for students to support lecturer academic development

Lecturers’ engagement in professional development activities to enhance their academic practice is firmly embedded within the landscape of higher education. Although enhancing the student learning experience underpins teaching-related continuing professional development (CPD), interestingly the role of students in supporting such activities has been underexplored. Drawing on data captured from eight student representatives interviewed in the context of an international impact evaluation, we examine student awareness of, and attitudes towards, lecturers’ CPD. Participants recognised the value of lecturers engaging in CPD but believed it to be an activity they were removed from, and had little opportunity to engage with. We consider how this perspective could be changed in two ways. Firstly, we reflect on the experiences of students at one university where their contributions to lecturers’ development were legitimised and valued. Secondly, we discuss the potential of integrative approaches, such as students as consultants or reverse mentoring. We argue that these approaches may challenge existing hierarchies that limit students engaging in lectures and create spaces through which students can positively contribute to lecturers’ CPD

“He’s Different, He’s Got “Star Trek ” Vision”: Supporting the Expertise of Conceptual Design Engineers

This paper is based on a programme of research within the conceptual design department of a leading international aerospace company. An ethnographic approach was taken to study the creative behaviours and perceived barriers to creativity of engineers employed in this department. The research project comprised three phases incorporating four studies employing qualitative research methods. This paper draws upon the main studies which were the Tracking and Shadowing studies of Phase 2. A primary output of the research was the development of categories drawn from the data which exhibited barriers to creativity under micro (day-to-day experiences) and macro (larger organisational, strategic and global levels) conditions. Examples of engineers ’ experiences are presented to illustrate how the thirteen categories are derived from observations and interviews. Phase 3, the analytical phase, involved the development of a matrix to explain the complexity of interrelationships between the phenomena under investigation in relation to the conditions. The structure of this matrix is described in this paper. The paper concludes with a discussion of the implication

Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships

Global membership of the HEA fellowship scheme is increasing. There is limited research examining whether fellowship delivers on its promise to improve teaching quality and the learning experience. In this comprehensive survey of educators’ perceptions in the UK and Australia, our results indicate impact on individuals, practice, and community. Importantly, the reflective act of developing a fellowship has potential to shape the student learning experience. However, some staff are frustrated and disillusioned by their experience. We call for institutions to adopt a critical stance in designing recognition schemes that maximise impact and acknowledge the multiple benefits valued by educators

Tick-box, weasel words, or a transformative experience? Insights into what educators consider the real impact of HEA Fellowships

Global membership of the HEA fellowship scheme is increasing. There is limited research examining whether fellowship delivers on its promise to improve teaching quality and the learning experience. In this comprehensive survey of educators’ perceptions in the UK and Australia, our results indicate impact on individuals, practice, and community. Importantly, the reflective act of developing a fellowship has potential to shape the student learning experience. However, some staff are frustrated and disillusioned by their experience. We call for institutions to adopt a critical stance in designing recognition schemes that maximise impact and acknowledge the multiple benefits valued by educators