Contesting tertiary teaching qualifications: An Australian perspective

Hardy, Ian and Smith, Erica (2006) Contesting tertiary teaching qualifications: An Australian perspective. Teaching in Higher Education, 11 3: 337-350. doi:10.1080/13562510600680798

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Author Hardy, Ian
Smith, Erica
Title Contesting tertiary teaching qualifications: An Australian perspective
Journal name Teaching in Higher Education   Check publisher's open access policy
ISSN 1356-2517
Publication date 2006-07-01
Sub-type Article (original research)
DOI 10.1080/13562510600680798
Volume 11
Issue 3
Start page 337
End page 350
Total pages 14
Editor Sue Clegg
Cheryl Hunt
Jan Parker
Place of publication United Kingdom
Publisher Routledge (Taylor & Francis)
Language eng
Subject C1
Abstract This paper utilizes the findings of a small research project into academics' perceptions of the value of formal qualifications in university teaching and learning to reflect upon the current status of teaching and tertiary teaching qualifications in Australia. The findings are based upon a survey of and interviews with participants and non-participants in one Australian university's Graduate Certificate in University Teaching. The study reveals varied attitudes and perspectives in relation to teaching and to formal teaching qualifications, in particular. While the study provides evidence that a formal teaching qualification was considered beneficial by some respondents, the paper also reveals cynicism about the validity of such qualifications. The paper argues that the complex, more management and market-oriented context in which academics currently undertake their work has had a significant influence upon such perceptions.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: ERA 2012 Admin Only
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 2 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 7 times in Scopus Article | Citations
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Created: Wed, 28 Jul 2010, 20:21:38 EST by Sarah Borsellino on behalf of School of Education