The UK Teaching Excellence Framework (TEF): The Development of a New Transparency Tool

Gunn, Andrew

doi:10.1007/978-3-319-77407-7_31

Cited by 20 publications

(16 citation statements)

References 32 publications

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“…Nevertheless, we note that this report does not define 'appropriate skills', and also note that 'an increased use of industry experts' may not equate to the actual recruitment of permanent staff with such expertise. Indeed, as our findings show here, this certainly does not appear to be the case in C&E. We note that whilst this paper analyses and discusses data from a UK context, issues related to sponsoring and measuring teaching excellence that the TEF aspires to achieve, echo similar efforts to promote excellence Europe wide (Gunn 2018), as seen through the explicit links between quality assurance and learning and teaching processes within European Institutions (ESG 2015).…”

Section: Introductionmentioning

confidence: 63%

Role requirements in academic recruitment for Construction and Engineering

Pilcher

Galbrun

Craig

et al. 2020

European Journal of Engineering Education

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Two ongoing and recurrent debates in the employment of academic staff are (1) how much industry experience should faculty staff have? and (2) what priority is given to research, teaching or both? Such debates take place worldwide and are particularly relevant to vocational subject areas. Through a statistical analysis of circa 200 job adverts for lecturer / assistant professor, senior lecturer / associate professor, and professor / full professor positions in Construction and Engineering posts in the UK, this paper investigates the essential and desirable attributes required for 'research', 'teaching' and 'overall requirements'. The analysis shows institutions unmistakably focus on, and coherently recruit for research, but demonstrate very little reasoned approach to recruiting for teaching. Indeed, findings identify 'administration' as the key teaching priority. Further empirical analysis demonstrates no significant difference in recruitment strategy before and after the introduction of the Teaching Excellence Framework, despite its aim to put teaching excellence to the fore.

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Section: Introductionmentioning

confidence: 63%

Role requirements in academic recruitment for Construction and Engineering

Pilcher

Galbrun

Craig

et al. 2020

European Journal of Engineering Education

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“…The experiences they get from the master's degree program may cause them to have emotional and intellectual maturity in facing future challenges and problems of vocational schools [22]- [24]. According to Tigchelaar, Brouwer, and Korthagen [25], teachers' maturity and experiences will bring about positive effects on the improvement of their graduates' quality.…”

Section: Resultsmentioning

confidence: 99%

Head-to-Head Comparison between Indonesia and Taiwan to Provide Professional Vocational Teachers in Fashion Education

Zahro

2019

Jurnal Pendidikan Teknologi dan Kejuruan

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Teachers must have three major components, including content knowledge, pedagogical knowledge, and pedagogical content knowledge. A teacher of Technology and Vocational Education and Training (TVET) has an important role in the learning process of students in vocational education because the quality of teachers determines that of graduates of vocational schools. Therefore, the teacher candidates in TVET must have work experiences in the industry, so that they produce students who have high quality and can compete in the labour market. The teacher candidates must be prepared through a process of quality education to become professional teachers in the future. Providing professional fashion teacher candidates is not easy, for it takes a certain curriculum content and long processes. With literature review method with head-to-head approach, the paper aims to understand how to provide professional teachers for fashion department. Furthermore, the curriculum of fashion teacher candidates in Taiwan and Indonesia, the line of becoming professional TVET teacher, and future framework for establishing professional teachers in Indonesia were discussed

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“…In the last three decades, many countries have reformed their higher educational systems, changing HEIs' autonomy, public financing, mission and accountability. In Europe, for example, European Union directives and national government initiatives concomitantly affect HEIs (Curaj et al 2018). Governments and societies' expectations of HEIs have come to include more than teaching and research.…”

Section: Heis' Third Mission and The Triple Helixmentioning

confidence: 99%

Advancing HEIs’ third-mission through dynamic capabilities: the role of leadership and agreement on vision and goals

Stolze

Sailer

2021

J Technol Transf

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Higher education institutions (HEIs), once considered among society’s most resilient institutions, are facing challenges due to changes in governments’ and society’s expectations of them. Within the sector, there is a global call for new models and practices, requiring HEIs to develop the management capabilities once reserved for businesses. In this sense, they will pave entrepreneurial pathways and contribute to economic, technological and societal developments in their regions, thus adding a third mission (engaging socio-economic needs and market demands) to the traditional two (education and research) and transforming themselves into more entrepreneurial institutions. Dynamic capabilities enable transformation processes by allowing the dynamic sensing and seizing of opportunities and risks and the promotion of iterative change and reconfiguration. Scholars have called on HEIs to develop such dynamic capabilities in order to transform themselves and better respond to their sector’s challenges. Nevertheless, the understanding of how dynamic capabilities might advance HEIs’ third mission is still an underexplored concept, and in this paper, we propose mechanisms that promise to transform dynamic capabilities into third mission advancement. We have developed numerous theoretically grounded hypotheses and tested them with a partial least squares structural equation model into which we funnelled data collected from key decision-makers at German HEIs. The results suggest that dynamic capabilities do indeed influence third mission advancement; however, this relationship is mediated by the role of leadership and organisational agreement on vision and goals.

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The UK Teaching Excellence Framework (TEF): The Development of a New Transparency Tool

Cited by 20 publications

References 32 publications

Role requirements in academic recruitment for Construction and Engineering

Role requirements in academic recruitment for Construction and Engineering

Head-to-Head Comparison between Indonesia and Taiwan to Provide Professional Vocational Teachers in Fashion Education

Advancing HEIs’ third-mission through dynamic capabilities: the role of leadership and agreement on vision and goals

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