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

• 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?

Structure

The Netherlands: 14 Research Universities

Mutual agreement University Teaching Qualification

UTQ Mutual Recognition 2012 Performance Agreement with minister of Education: From 10% (2011) to 75% (2016) UTQ-certified

2008 2011-2015 2017 2018 Prepare and execute review. State-of-the-art report

• n Staff Development

Milestones of the University Teaching Qualification 3 types of reports Link to the VSNU report

UTQ External Audit

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

Organized & done by

• urselves

Jointly and simultaniously carried

• ut by 4 universities,

Inspiring learning environment Common ground on teacher development by all the relevant stakeholders

One day work conference on jointly chosen topics Comparison of each

• ther’s policy and

implementation In clusters of 3 / 4 universities Reflection on shared experieces stimulates progress in career development and educational quality policy 3 types of reports Link to the VSNU report

Frame of reference: 7 themes

1.

UTQ competencies

2.

UTQ assessment

3.

UTQ proces/ trajectory

4.

Quality assurance of the UTQ

5.

Embedding in educational policy

6.

Embedding in HR policy

7.

Continuous Professional Development

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

| 29-05-2018 20

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