Professional dialogues: exploring an alternative means of assessing the professional learning of experienced HE academics
Courses are widely used to provide professional qualifications for higher education (HE) practitioners. However, the question of how experienced academics might gain recognition as professional educators without completing a course is not well explored. This paper introduces the use
of professional dialogue for this purpose, describing an approach being applied within four UK universities. The paper discusses the value of the professional dialogue, drawing on assessors’ and participants’ voices to provide empirical evidence. Findings from the study suggest
that ‘assessed dialogues’ provide a more authentic route to professional recognition for experienced HE academics, effectively synthesising professional development, the individual and organisational learning.
Keywords: assessment; dialogue; professional learning; professional standards; qualifications
Document Type: Research Article
Publication date: 01 September 2013
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