Academic excellence through improved ecosystem and faculty engagement (4)Thanikachalam Vedhathiri
Engineering institutes have to establish an improved academic ecosystem for faculty development. Without such transformations, the faculty members can not become leaders who have to focus on graduate students, consultancy projects, interdisciplinary research, intellectual property development, and internal revenue generation.
A good international strategy is a critical step towards building a university as a global intellectual hub.
Join this webinar to hear from Dr. Janaka Ruwanpura, UCalgary's vice-provost (international) on what it takes to succeed — valuable insider advice and simple steps to help you effectively plan your way and turn strategy implementation into a competitive advantage for your organization.
View the webinar recording at https://go.ucalgary.ca/7stepsstrategy-webinar.html
Academic excellence through improved ecosystem and faculty engagement (4)Thanikachalam Vedhathiri
Engineering institutes have to establish an improved academic ecosystem for faculty development. Without such transformations, the faculty members can not become leaders who have to focus on graduate students, consultancy projects, interdisciplinary research, intellectual property development, and internal revenue generation.
A good international strategy is a critical step towards building a university as a global intellectual hub.
Join this webinar to hear from Dr. Janaka Ruwanpura, UCalgary's vice-provost (international) on what it takes to succeed — valuable insider advice and simple steps to help you effectively plan your way and turn strategy implementation into a competitive advantage for your organization.
View the webinar recording at https://go.ucalgary.ca/7stepsstrategy-webinar.html
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
How can students share their growth and mastery of Global Competence? Two key elements of student work from the Global School Design Model serve as vehicles to capture students’ integration of college readiness and global competence skills - the senior capstone project and the senior portfolio. The focus of this session is to share examples of these culminating student products and how they can evidence the core of student experiences outlined in the Matrix and the Global Leadership Performance Outcomes. Explore the essential components of capstones and portfolios and investigate samples from a variety of ISSN campuses showing how they have chosen to design these important experiences for students. Participants will leave the session with sample resources and a set of key questions to guide the efforts for implementing capstones and portfolios on their campus.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Professor Kai Hoburg, Associate Professor of Supply Chain and Operations Strategy at Kühne Logistics University presents at CILT International Convention 2017
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Research paper writers, are specially designed to help you in managing challenging tasks for you. This is in connection to the limited time for your work schedule, hence the strain resulting from the work piling up. During these circumstances, you are most likely to have stress and you may consequently provide a low-quality work on your research paper. At this point, the research writers from the research paper help platform will come up to help you in research paper writing. The research paper writers from our research paper writing help services are well experienced in order to give you very high-quality work. The research paper writers are professionals from the various institutions of learning, with masters, bachelors as well as Ph.D. This serves as an assurance of high-quality research papers from our research paper helps.
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
How can students share their growth and mastery of Global Competence? Two key elements of student work from the Global School Design Model serve as vehicles to capture students’ integration of college readiness and global competence skills - the senior capstone project and the senior portfolio. The focus of this session is to share examples of these culminating student products and how they can evidence the core of student experiences outlined in the Matrix and the Global Leadership Performance Outcomes. Explore the essential components of capstones and portfolios and investigate samples from a variety of ISSN campuses showing how they have chosen to design these important experiences for students. Participants will leave the session with sample resources and a set of key questions to guide the efforts for implementing capstones and portfolios on their campus.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Professor Kai Hoburg, Associate Professor of Supply Chain and Operations Strategy at Kühne Logistics University presents at CILT International Convention 2017
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Research paper writers, are specially designed to help you in managing challenging tasks for you. This is in connection to the limited time for your work schedule, hence the strain resulting from the work piling up. During these circumstances, you are most likely to have stress and you may consequently provide a low-quality work on your research paper. At this point, the research writers from the research paper help platform will come up to help you in research paper writing. The research paper writers from our research paper writing help services are well experienced in order to give you very high-quality work. The research paper writers are professionals from the various institutions of learning, with masters, bachelors as well as Ph.D. This serves as an assurance of high-quality research papers from our research paper helps.
Given the wide range of the experts in our platform, you are assured of getting Math help from our platform. Our writers are professional in various fields, such that we can offer you with the best of the services, especially in math homework help. The experience our writers have is sufficient to solve your math homework help. In order to ensure that, your help with Math is well taken care of in our system, we have recruited writers, specifically to handle services related to Math help, Algebra help as well as Math homework help. These math helpers, are professionals in various Math disciplines, such that, they are well acquainted with the Math homework helps and Algebra help for our clients.
Term paper writing services are meant to help you from the strenuous work schedules, as well as enable you secures higher grades in your term paper. The term paper writing services, are available for you to utilize them around the clock, for the 365 days each year, tackling both short deadline and the long deadline term papers, to conveniently help you to meet the term paper deadlines set forth for you the academic masters in your colleges. In addition, the term paper help composes of highly qualified professionals, to ensure that your term paper is professionally written, as well as formatted so that you get positive feedback from your term paper examiners and awards you high grades accordingly.
Showing the use of Panel and Event handling in Java
The class Assign1 is accessing J panel class and using Action listener interface to handle the events.
Programminghomeworkassignment.com is a solution provider for Java Programming Assignments and Homework. If you are struggling with your Java programming assignments, homework or projects then email your assignments at info@programminghomeworkassignment.com.
Open Online Teacher professional Development: how to recognize MOOCs for teac...Neuza Pedro
Presentation made at the EMINENT Project Event 2018 on the topic 'How to assess, certify and recognize learning in open online teacher professional development?'
Strategics for Enhancing Learning and Teaching Continuing Professional Development delivered at HEA's Annual Conference on the Teaching Excellence Framework at the University of Manchester. Dr Rachael-Anne Knight and Santanu Vasant
Closing plenary - Connect more with the future - Andy McGregor and Sarah SpeightJisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, our deputy chief innovation officer. Andy will focus on Jisc’s visions for its work across the education and research sectors.
The second is Sarah Speight, academic director of the transforming teaching programme, Nottingham University.
Connect more in Nottingham, Tuesday 12 July 2016.
Embedding SoTL, Diversity and Inclusivity at the Course, Program and Institut...CatherineOMahony7
Embedding SoTL in an institution does not happen overnight. Neither does the alignment of SoTL with principles of diversity and inclusivity happen by chance. This panel discussion will share the story of how faculty and staff at University College Cork (UCC) Ireland have worked together to embed SoTL and embrace principles of diversity and inclusion as a SoTL lever. We have been working with SoTL principles for over twenty years and have developed a number of long-term initiatives that have brought about transformational change at course, program, disciplinary and institutional levels, while embracing principles of diversity and inclusivity.
Three panelists address the following questions in an Irish university context:
(i) How can we use professional development (CPD) to spearhead pedagogical, disciplinary and institutional transformation?
(ii) How can we embed diversity and inclusion at the level of the curriculum in sustainable and effective ways to maximize staff and student learning? LL
(iii) How can we ensure that there is sustained commitment at the institutional level towards supporting and embedding inclusive principles across the university and beyond?
(iv) How does a SoTL perspective pervade and inform these questions? At the pedagogical and curriculum levels, for example, we have embraced principles of Universal Design for Learning (UDL) to inform and advance diverse and inclusive practice.
This is achieved in a number of ways:
(i) through the rolling out a suite of online accredited programmes for faculty in the field of teaching and learning in higher education;
(ii) through the option to take a digital badge in UDL;
(iii) through a generic series of virtual and face to face CPD sessions for faculty and staff. All of these initiatives are run by the Centre for the Integration of Research, Teaching and Learning (CIRTL) which is dynamically related to the Colleges and Faculties of the university, through its champions and teaching fellows. We have also pursued alignment at the institutional level through ensuring that teaching and learning remains a central tenet of the Strategic Plan of the university. CIRTL is also part of a wider ambit that includes collaboration with other centres, such as Digital Education, Equality, Diversity and Inclusion (EDI) and Inclusive UCC. Each panelist will address one of the questions above, while all will address the SoTL imperative.
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by Dr Deirdre Torrance and Dr Ann Rae from Edinburgh University on partnership working
Similar to The Role of Teaching in the development of ECRs (20)
The International Doctoral Student Experience: Filling in the blanks A handout to support discussion at a Round Table event at the UKCGE Annual Conference, in Bristol on July 2nd-3rd 2018.
Supporting international research students Rob Daley
Keynote Presentation given at the "ESRC IAA Impact Workshop – Towards maximising international PhD students' experience"
School of Education, University of Glasgow, March 29th 2017.
1. The role of Teaching in the
Development of PGRs
Dr Rob Daley
Centre for Academic Leadership &
Development
r.a.daley@hw.ac.uk
@RD531
GTA Support and development: Scoping out the Big Issues, 20/21 June 2016
2. Why do we provide development
opportunities for PGRs?
2
4. .. it would be very valuable if institutions
were to provide relevant PG students
with access to appropriate training
towards becoming an HE teacher.
Harris Review of PG Education, 1996
PhDs ... should include the provision of
at least two weeks’ dedicated training a
year, principally in transferable skills. Concordat to Support the Career
Development of Researchers, 2008
Universities should….develop or seek access
to programmes for teacher training of their
staff…
Dearing Review Review, 1997
Suitable training should be provided for
teaching and coaching activities as part of
the professional development of
researchers
European Charter for Researchers, 2005
Employers will ensure that where
researchers are provided with teaching and
demonstrating opportunities as part of
their career development, suitable training
and support is provided.
Roberts Review, 2002
5. UK Quality Code: Chapter B12, 2012
Research students have appropriate
opportunities for developing research,
personal and professional skills.
UK Quality Code: Chapter B11, 2012
Higher education providers assure themselves
that everyone involved in teaching or
supporting student learning is appropriately
qualified, supported and developed.
7. From The Scientific Century securing our
future prosperity , The Royal Society 2010
53% careers outside science
17% non-University Research roles
30% stay in Higher Education
8. 8
Employment Sector %
HE 42.9
Education (other) 6.0
Finance, business and IT 10.8
Health and social work 13.1
Manufacturing 9.1
Research and development 6.5
Public administration 4.1
Other sectors 6.6
Data from 2010 DLHE Survey
9. 9
Employment Sector
Arts &
Humanities,
%
Biological
sciences, %
Biomedical
sciences, %
Physical
sciences &
engineering,
%
Social
sciences, %
All,%
HE 57.5 43.2 36.5 33.9 67.6 42.9
Education (other) 11.2 4.3 3.2 4.7 3.5 6.0
Finance, business
and IT
4.8 9.7 3.8 22.1 8.5 10.8
Health and social
work
5.7 7.7 38.9 3.2 5.2 13.1
Manufacturing 1.1 11.9 5.0 18.2 1.9 9.1
Research and
development
0.7 13.4 8.6 7.5 2.5 6.5
Public
administration
5.4 4.5 1.2 5.3 4.7 4.1
Other sectors 13.6 5.3 2.8 5.2 6.1 6.6
10. How do we design our
development provision?
10
13. 13
UK Professional Standards Framework
5 Areas of activity
6 elements of core knowledge
4 Professional values
4 descriptor levels
• 1 - AFHEA
• 2 – FHEA
• 3 – SFHEA
• 4 - PFHEA
} PGRs
14. UK Professional Standards framework
Descriptor 1
Demonstrates an understanding of specific
aspects of effective teaching, learning support
methods and student learning.
Individuals should be able to provide evidence of:
I. Successful engagement with at least two of
the five Areas of Activity
II. Successful engagement in appropriate
teaching and practices related to these
Areas of Activity
III. Appropriate Core Knowledge and
understanding of at least K1 and K2
IV. A commitment to appropriate Professional
Values in facilitating others’ learning
V. Relevant professional practices, subject and
pedagogic research and/or scholarship
within the above activities
VI. Successful engagement, where appropriate,
in professional development activity related
to teaching, learning and assessment
responsibilities
Descriptor 2
Demonstrates a broad understanding of
effective approaches to teaching and learning
support as key contributions to high quality
student learning.
Individuals should be able to provide evidence
of:
I. Successful engagement across all five
Areas of Activity
II. Appropriate knowledge and understanding
across all aspects of Core Knowledge
III. A commitment to all the Professional
Values
IV. Successful engagement in appropriate
teaching practices related to the Areas of
Activity
V. Successful incorporation of subject and
pedagogic research and/ or scholarship
within the above activities, as part of an
integrated approach to academic practice
VI. Successful engagement in continuing
professional development in relation to
teaching, learning, assessment and, where
appropriate, related professional practices
17. Teaching Development Provision
Development
• Short introductory courses
• Workshops
• Online materials
• Accredited programmes
• PG Certs
• External development
opportunities
• Experience
Wider Support
• University policy
• Wider staff support
• Mentoring
• Peer observation
• Peer support groups
17
18. University of York
• University policy for postgraduates who teach
http://www.york.ac.uk/admin/hr/resources/policy/postgraduates-who-teach.htm
• Role descriptors for various different roles
• PGWT Residential (2-day) programme
• Introduction to Teaching and Learning (1 day)
• York Learning and Teaching Award
http://www.york.ac.uk/admin/hr/researcher-development/ylta/
–20 Credits; Oct-June; Min 92 hours activity; Individual
supervisors, portfolio assessment
–AFHEA recognised
• Learning & Teaching Forum workshops etc.
18
20. What does PRES say about PGR
Teaching experiences?
PRES 2015
• 51% of respondents have taught during their research
programme (33% of 1st years; 70% of Year 4)
• Of those who have taught:
–60% received appropriate support
–63% received formal training.
20
21. What teaching activities are
PGRs involved in?
• Lab demonstrating
• Tutorials
• Seminars
• Lecturing
• Field trips
• Assessment
• Individual support
• On-line
teaching/moderating
• Supervising UG/PGT
research projects
• Assisting less
experienced researchers
• Researcher development
• Others?
21
22. Wider application of teaching skills
• Research Presentations
• Explaining research to other researchers
• Public engagement
• Job interviews
• Funding interviews
• Research proposals
• Managing staff
• Training activities
22
23. Impact of Teaching Development
Boman, 2013
• Increased self-efficacy
• Increase in effective teaching behaviours
• Decreasing communication apprehension
• Need for additional training for International GTAs wrt
Canadian teaching context.
23
24. Impact of teaching on research
24
…teaching experience can contribute substantially to the
improvement of essential research skills (Feldon et. al., 2011)
25. Impact of teaching on
wider development?
PRES 2015
Teaching experience supports development of various skills
–Specifically communication skills
–Professional networks
–Managing research projects
25
the experience of teaching and demonstrating seems to be an
important factor affecting the professional development of
research students. It especially improves communication skills
UK PRES 2015 report
26. Areas for consideration or exploration
• Further evidence of impact would be useful!
• Will the broadening expectations on PGRs (PE, KE,
Internships etc.) impact on their teaching development?
• Do we need to consider international PGRs differently?
• How do we support part-time PGRs?
• How does teaching fit into CDT development provision?
27. References
1. HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND (1996) Review of Postgraduate Education (Bristol:
HEFCE).HIGHER EDUCATION QUALITY COUNCIL (1994)
http://webarchive.nationalarchives.gov.uk/20100202100434/http://www.hefce.ac.uk/pubs/hefce/1996/m14_96.htm
2. National Committee of Inquiry into Higher Education (July 1997), Higher Education in the Learning Society, Report
of the National Committee, HMSO, Norwich. http://www.leeds.ac.uk/educol/ncihe/
3. Treasury, H. M. "SET for success: The supply of people with science, technology, engineering and mathematics
skills. The report of Sir Gareth Roberts’ Review." London: HM Treasury (2002).
http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/d/robertsreview_introch1.pdf
4. The European Charter for Researchers and The Code of Conduct for the Recruitment of Researchers (2005)
http://ec.europa.eu/euraxess/pdf/brochure_rights/am509774CEE_EN_E4.pdf
5. The Concordat to Support the Career Development of Researchers (2008) https://www.vitae.ac.uk/policy/vitae-
concordat-vitae-2011.pdf
6. Graduate Students’ Teaching Experiences Improve Their Methodological Research Skills, D. F. Feldon, J.
Peugh, B.E. Timmerman, M.A. Maher, M. Hurst, D. Strickland, J.A. Gilmore, C. Stiegelmeyer, SCIENCE19 AUG
2011 : 1037-1039
7. Boman, J.S. 2013, "Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation
to Graduate Student Characteristics", The Canadian Journal of Higher Education, vol. 43, no. 1, pp. 100-114.
8. UK Professional Standards Framework (2011)
https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf
9. Vitae Researcher Development Framework (2011) https://www.vitae.ac.uk/researchers-professional-
development/about-the-vitae-researcher-development-framework/developing-the-vitae-researcher-development-
framework
10. Teaching Lens on the Vitae researcher Development Framework (2012) https://www.vitae.ac.uk/vitae-
publications/rdf-related/teaching-lens-on-the-vitae-researcher-development-framework-rdf-apr-2013.pdf
27
