Project Details
Description
Peer observation is an integral part of the teaching quality evaluation process in many Higher Education providers. It is often considered a method of supporting teaching excellence, forming part of many Teaching Excellence Framework (TEF) gold submissions. Despite this, peer observation schemes have been criticised widely for the lack of meaning, linkage to the personal development planning process and for not being linked to CPD opportunities (Advance HE (Chamberlain et al, 2010)). Greater emphasis has been placed on encouraging more reflexive practice, peer dialogue and schemes being separated from any formal quality assurance and performance management systems (Thomson, Bell and Hendry, 2015).
The Teaching Development Scheme (TDS) at Hartpury is designed as a peer observation scheme that encourages self-reflexive practitioners and where TDS colleagues or mentors use a coaching style of development to enable staff to meet the learner needs at Hartpury University. It aims to ensure that all staff that are teaching students have the necessary skills, competencies and development opportunities to provide the high quality learning opportunities we, and our students expect from our staff.
From May to August 2022, to increase the autonomous culture of teaching and learning development and increase the coaching capabilities of the TDS mentors the whole team completed a contextualised, bespoke ILM level 3 mentoring programme. This consists of a 10 week programme, two academic modules, two assessments, two individual tutorials with the programme mentor and a weekly discussion within Hartpury for participants to share ideas, discussion and experiences.
The study will use a mixed methods, action research approach where the first stage will be to evaluate the experiences and perceived impact of the ILM programme and its effect on the TDS mentees following the completion. Stage two, informed by stage one will be to document the journey of the mentees through the two year period following the completion of the mentoring programme using a range of qualitative tools including interviews, focus groups and reflective narrative stories. Stage three will depend on the findings of stage one and two to enhance practice within the TDS.
The project aim is to evaluate the ILM programme from mentee and mentor perspectives over a TDS two year cycle. The objectives are:
1) To document TDS members’ experiences of engaging with the ILM online programme.
2) To explore TDS member reflections of the ILM programme post completion using narrative stories
3) To explore TDS members’ perceptions on how the ILM programme may have impacted their role/practice.
4) To evaluate mentees experiences of the mentoring process during 2022-23 and 2023-24.
5) To explore the ILM programme providers reflections on the TDS mentors journey through the programme.
Ethical approval was gained by the Hartpury University Ethics Committee
The Teaching Development Scheme (TDS) at Hartpury is designed as a peer observation scheme that encourages self-reflexive practitioners and where TDS colleagues or mentors use a coaching style of development to enable staff to meet the learner needs at Hartpury University. It aims to ensure that all staff that are teaching students have the necessary skills, competencies and development opportunities to provide the high quality learning opportunities we, and our students expect from our staff.
From May to August 2022, to increase the autonomous culture of teaching and learning development and increase the coaching capabilities of the TDS mentors the whole team completed a contextualised, bespoke ILM level 3 mentoring programme. This consists of a 10 week programme, two academic modules, two assessments, two individual tutorials with the programme mentor and a weekly discussion within Hartpury for participants to share ideas, discussion and experiences.
The study will use a mixed methods, action research approach where the first stage will be to evaluate the experiences and perceived impact of the ILM programme and its effect on the TDS mentees following the completion. Stage two, informed by stage one will be to document the journey of the mentees through the two year period following the completion of the mentoring programme using a range of qualitative tools including interviews, focus groups and reflective narrative stories. Stage three will depend on the findings of stage one and two to enhance practice within the TDS.
The project aim is to evaluate the ILM programme from mentee and mentor perspectives over a TDS two year cycle. The objectives are:
1) To document TDS members’ experiences of engaging with the ILM online programme.
2) To explore TDS member reflections of the ILM programme post completion using narrative stories
3) To explore TDS members’ perceptions on how the ILM programme may have impacted their role/practice.
4) To evaluate mentees experiences of the mentoring process during 2022-23 and 2023-24.
5) To explore the ILM programme providers reflections on the TDS mentors journey through the programme.
Ethical approval was gained by the Hartpury University Ethics Committee
| Short title | TDSILM |
|---|---|
| Status | Finished |
| Effective start/end date | 1/3/22 → 31/10/23 |
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