Staff development for a more inclusive curriculum

Martin, Vivien and Barlow, Joyce (2008) Staff development for a more inclusive curriculum Learning and Teaching in Higher Education (LATHE), 3. pp. 3-19. ISSN 1742-240X

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Abstract

Universities are developing more inclusive curricula in order to widen participation in Higher Education (HE). Initiatives typically include partnerships with employers designed to turn workplace training schemes into higher education programmes for professional development. Principles governing academic quality and standards emphasise the importance of ensuring that staff teaching on these programmes should be qualified to teach in HE, and that they should have sufficient development opportunities to maintain their dual teaching and professional status. This paper asks what we might learn about how to provide appropriately for partnership staff new to HE by considering the experience of a team of professional trainers who moved into a university to teach a new Foundation Degree. Their preparation as HE teachers is a particular problem, since conventional postgraduate certificates in this area are designed for those already in post. We consider how enhanced staff development for individuals and for a whole team new to HE might be offered through a university’s Centre for Learning and Teaching (CLT). Although this study is based on the experiences of a specific team, it raises common issues relating to the integration of new groups of staff into academe, and the development of lecturers involved in building inclusive curricula within partnership programmes and workplace learning.

Item Type: Journal article
Subjects: X000 Education > X200 Education Research
X000 Education > X100 Teacher Education > X190 Teacher Education not elsewhere classified
X000 Education > X300 Education Studies > X350 Academic studies in Adult Education
X000 Education
Faculties: Brighton Business School
Depositing User: business editor
Date Deposited: 22 Aug 2008
Last Modified: 27 Mar 2012 13:02
URI: http://eprints.brighton.ac.uk/id/eprint/4945

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