Perspectives on the impact of the 3M national teaching fellowship program

Smith, Ron; Stockley, Denise; Ahmad, Arshad; Hastings, Amber; Kinderman, Laura; Gauthier, Launa

doi:10.1080/14703297.2016.1255154

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…Second, several papers deal with leadership at a surface level, that is, the main focus is on another topic, but the author also raised the aspect of leadership (e.g. Smith et al. , 2017; Rawn and Fox, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Second, several papers deal with leadership at a surface level, that is, the main focus is on another topic, but the author also raised the aspect of leadership (e.g. Smith et al, 2017;Rawn and Fox, 2018). The papers discuss the effectiveness and skills of a leader (El Homrani et al, 2017;Franken et al, 2018;Kok and McDonald, 2017) or leadership roles at different levels (Johnson et al, 2017).…”

Section: The Use Of Conceptsmentioning

confidence: 99%

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Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Kinnunen

Ripatti-Torniainen²,

Mickwitz³

et al. 2023

JARHE

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PurposeThe study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia.Design/methodology/approachThe authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis.FindingsThe analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally.Research limitations/implicationsLimitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field.Originality/valueThis research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.

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Section: Resultsmentioning

confidence: 99%

Section: The Use Of Conceptsmentioning

confidence: 99%

Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Kinnunen

Ripatti-Torniainen²,

Mickwitz³

et al. 2023

JARHE

View full text Add to dashboard Cite

show abstract

“…(Flavin, 2017;Peris-Ortiz et al, 2017;Reidsema et al, 2017). This interest has also been accompanied by studies which examine the influence of CPD and teaching excellence awards on individuals and how this affects their professional development (Kneale et al , 2016;Smith, et al, 2017;Huggett, et al, 2012).…”

Section: Dual Identity Of Lecturers and Professional Development For Teachingmentioning

confidence: 99%

Lecturer Identities and Perceptions of CPD for Supporting Learning and Teaching in FE and HE in the UK

Buckley¹,

Husband²

2020

IJMAR

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This paper draws together the findings of two separate studies that were focused on the professional learning of lecturers working in the post compulsory education sector. The studies were conducted independently in separate locations and institutions in the United Kingdom and focused in different sectors of post compulsory education (further and higher). Each study aimed to discover the ongoing professional learning needs of lecturers some years after initial training had been completed. Through conducting semi structured interviews, each researcher gained a situational understanding from the perspective of the respondent lecturers through a lens of their experience and agency. This paper acts an extending study as the researchers bring together their independent results and findings in a further analysis. Focusing on understanding the similarities and differences in experiences, the paper reports several additional findings based on this cross analysis. Further to the pedagogical developments and support for undertaking teaching practice, this research reports that in both communities of further and higher education lecturers, their initial teaching qualifications and related experiences had a more profound and longitudinal impact on their professional identity and practices than they had previously considered. Organisationally, these finding prove to be interesting as it demonstrates that initial training and induction support networks and courses of study, have a longer lasting impact on individuals and consequently, the cultural and social aspects of associated organisations. By looking at the both combined studies, it was possible to broaden the sample size and ascertain whether observed phenomenon were present in a cross sectoral capacity.

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Awards and recognition: Do they matter in teachers’ income trajectory?

Ravago

Mapa

2020

Studies in Educational Evaluation

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Perspectives on the impact of the 3M national teaching fellowship program

Cited by 6 publications

References 16 publications

Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Lecturer Identities and Perceptions of CPD for Supporting Learning and Teaching in FE and HE in the UK

Awards and recognition: Do they matter in teachers’ income trajectory?

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