2.2.5.1 Peer-review (N=114) 83% reported that their institution had a policy or expectation around peer-review of teaching. This trend was found within categories of institutions as well, as shown in Table 2.7. Table 2.7: Percentage of institutions which have an existing policy/expectation around (by institutional category) Research-intensive (N=40) Teaching-focused College-based (N=13) (N=44) 95% 80% 77% 34% of respondents reported peer-review was not linked to appraisal in their institution with another 42% indicating that it was linked to appraisal only in some cases. Comparing types of institutions, Table 2.7 indicates that CBHE providers appear to be different from the rest of the sector in this regard. In FE colleges, peer-review was more consistently linked to appraisal. tests did not reveal significant associations between institutional category and whether or not peer-review was linked to annual appraisal/performance reviews. Table 2.8: Peer-review and annual appraisal/performance review Teaching-focused College-based (N=39) (N=12) (N=39) Not linked to appraisal 31% 44% 17% Linked in some cases 51% 33% 42% Linked in all cases 5% 10% 42% Not sure 13% 13% 0% 2.2.5.2 Promotion pathways The literature suggests that having separate promotion routes for teaching, research, and ‘teaching and research’ roles enhance the chances that specific teaching and learning criteria will be included in promotion policies (Cashmore et al., 2013). This, in turn, impacts the culture of CPD within the institution as CPD becomes instrumental as a means to gain qualifications and evidence engagement with teaching and learning. In the research-intensive category of institutions, a majority of the institutions had separate promotion routes for research and teaching roles, with 35% reporting a three-track and 28% a track path (see Figure 2.7). A three-track pathway might include separate promotion criteria for
2.2.5.1 Peer-review (N=114) 83% reported that their institution had a policy or expectation around peer-review of teaching. This trend was found within categories of institutions as well, as shown in Table 2.7. Research-intensive (N=40) Teaching-focused (N=44) College-based (N=13) 95% 80% 77% Table 2.7: Percentage of institutions which have an existing policy/expectation around (by institutional category) 34% of respondents reported peer-review was not linked to appraisal in their institution with another 42% indicating that it was linked to appraisal only in some cases. Comparing types of institutions, Table 2.7 indicates that CBHE providers appear to be different from the rest of the sector in this regard. In FE colleges, peer-review was more consistently linked to appraisal. tests did not reveal significant associations between institutional category and whether or not peer-review was linked to annual appraisal/performance reviews. Table 2.8: Peer-review and annual appraisal/performance review (N=39) Teaching-focused (N=39) College-based (N=12) Not linked to appraisal Linked in some cases Linked in all cases Not sure 31% 51% 5% 13% 44% 33% 10% 13% 17% 42% 42% 0% 2.2.5.2 Promotion pathways The literature suggests that having separate promotion routes for teaching, research, and ‘teaching and research’ roles enhance the chances that specific teaching and learning criteria will be included in promotion policies (Cashmore et al., 2013). This, in turn, impacts the culture of CPD within the institution as CPD becomes instrumental as a means to gain qualifications and evidence engagement with teaching and learning. In the research-intensive category of institutions, a majority of the institutions had separate promotion routes for research and teaching roles, with 35% reporting a three-track and 28% a path (see Figure 2.7). A three-track pathway might include separate promotion criteria for track
HEA__CPD_Project_Report.docx