Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK

Janice Smith

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    8 Citations (Scopus)


    Probation is little used as a frame of reference in academic development literature. Frequently, the focus is on evaluating teaching qualifications for new lecturers. Less often investigated is the issue of situating such a course within the overall experience of new academics, to consider the role that teaching qualifications have within wider probationary processes in the UK. This qualitative study sought the views of new academics on various influences shaping their socialisation. Insights from this work can feed usefully into policy and practices for academic developers, and three key themes – equity, impact and congruence – are elaborated in this article.
    Original languageEnglish
    Pages (from-to)71-81
    Number of pages11
    JournalInternational Journal for Academic Development
    Issue number1
    Early online date25 Feb 2011
    Publication statusPublished - 2011


    • probation
    • teaching qualifications
    • academic practice
    • academic development

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