Peer Review Professional Development of Academic Teaching Staff in - PowerPoint PPT Presentation

Peer Review Professional Development of Academic Teaching Staff in the Netherlands Setting a benchmark for further • improvements Riekje de Jong Jaap Mulder Impression peer review conference in the Netherlands, June 2017

Structure • Higher Education in the Netherlands • Main Question • Peer Review method • Results: main trends & recommendations • Dilemma’s of continuous professional development … • What’s in it for you?

The Netherlands: 14 Research Universities

Mutual agreement University Teaching Qualification

Milestones of the University Teaching Qualification 2012 Performance Agreement with minister of Education: From 10% (2011) to 75% (2016) UTQ-certified UTQ External Prepare and execute UTQ Mutual Audit review. Recognition State-of-the-art report on Staff Development 2008 2011-2015 2017 2018 3 types of Link to the VSNU report reports

Problem and main questions • A vast growth of UTQ’s certificates questioned the comparability of the UTQ systems in the 14 universities • How can we compare and assess the quality of the UTQ systems. • Does this leads to an entrusted benchmark and improvement of the UTQ?

External audit vs Peer Review

Reflection on Organized & shared experieces Comparison of each stimulates progress done by other’s policy and in career ourselves implementation development and educational quality policy One day work conference on jointly chosen topics Inspiring learning environment Common ground on teacher Jointly and development by all the relevant simultaniously carried stakeholders out by 4 universities, 3 types of reports In clusters of 3 / 4 universities Link to the VSNU report

Frame of reference: 7 themes UTQ competencies 1. UTQ assessment 2. UTQ proces/ trajectory 3. Quality assurance of the UTQ 4. Embedding in educational policy 5. Embedding in HR policy 6. Continuous Professional Development 7.

Main trends • UTQ competence profile: Adequate and updated • UTQ assessment: Portfolio (reflection/ proof) • UTQ programme: Dedicated to teaching in context (and lecturers needs) • Quality assurance: Aimed at improvements

Main trends (continued) • University’s educational policy: strong relationship between UTQ and strategic goals • Embedding in HR policy: recruitement policy • Continuous Professional Development (CPD): What happens after (and before) the UTQ?

Recommendations • Educational innovation as a driving force • HR: more focus on teacher development • UTQ portfolio assessment as a starting point of CPD and career development

Discussion and dilemma’s • Civil effect of UTQ in HE and ???? • UTQ paved the way for senior-UTQ and Educational Leadership • Specific group is motivated for a career in education & teaching

Dilemma’s of CPD CDP for all lecturers: maintaining & updating teaching expertise The balance between teaching and research • Formal versus informal • Budget: investments benefit students vs • teachers Role of registration in motivation for CPD •

A Peer Review Strategy for CPD? • To build a bridge between informal and formal professional development, combination of:  lecturer’s activities (work),  educational innovations (policy focus),  and appraisal (HR) • Lecturer in the lead > appraisal of informal (professional) development activities

Thank you for your attention! We will be happy to discuss our findings Riekje de Jong r.dejong@uu.nl Jaap Mulder j.a.mulder@rug.nl

The Netherlands

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