The Role of Institutional Learning and Teaching Grants in Developing Academic Capacity to Engage Successfully in the Scholarship of Teaching and Learning

Autor/inn/en	Malfroy, Janne; Willis, Karen
Titel	The Role of Institutional Learning and Teaching Grants in Developing Academic Capacity to Engage Successfully in the Scholarship of Teaching and Learning
Quelle	In: International Journal for Academic Development, 23 (2018) 3, S.244-255 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malfroy, Janne) ORCID (Willis, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2018.1462188
Schlagwörter	Foreign Countries; Scholarship; Instruction; Learning; Grants; Higher Education; Capacity Building; College Faculty; Outcomes of Education; Teacher Role; Educational Quality; Teacher Evaluation; Educational Development; Program Evaluation; Educational Assessment; Teacher Effectiveness; Australia + Suchen Sie Ihr Suchwort? Ausland; Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Grant; Finanzielle Beihilfe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lernleistung; Schulerfolg; Lehrerrolle; Quality of education; Bildungsqualität; Teacher appraisal; Lehrerbeurteilung; Bildungsentwicklung; Programme evaluation; Programmevaluation; Education; assessment; Bewertungssystem; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	The current focus on identifying criteria for academic teaching practice is influencing performance goals for teaching academics. This has produced a strong imperative to engage with the scholarship of teaching and learning; however, it is not always clear how teaching academics continue to build capacity to do this during their academic career. Drawing on the literature, this paper analyses the outcomes from two years of faculty and institutional teaching grants to gauge their role in generating effective engagement in the scholarship of teaching and learning. The paper identifies some improvements to the grants programs which have contributed to quality outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01