Document Type
Article
Department/Program
Education
Publication Date
2013
Journal
World Academy of Science, Engineering and Technology; International Conference on Higher Education
Abstract
Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching” or successfully complete one within the first two years of employment. The intention is to build teachers’ knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated programs that support it), positive outcomes are readily apparent. Individual teachers who have completed the programs have implemented significant change at the course and program levels. This paper introduces the policy, identifies outcomes in relation to existing theory, describes research underway, and pinpoints areas where organizational learning has occurred.
Keywords
Faculty Development, Institutional Policy, Learning and Teaching, Postgraduate Qualification, Professional Development
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Chance, Shannon M.; Eddy, Pamela L.; Duffy, Gavin; Bowe, Brian; and Harvey, Jen, "Policies that Enhance Learning and Teaching" (2013). Articles. 53.
https://scholarworks.wm.edu/articles/53
Included in
Educational Leadership Commons, Higher Education Commons, Higher Education Administration Commons
