Evaluation of the National Teaching Fellowship Scheme

AUSTEN, Liz, DONNELLY, Alan, MCCAIG, Colin and O'LEARY, Christine (2018). Evaluation of the National Teaching Fellowship Scheme. Project Report. Office for Students website, Office for Students.

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Abstract

This research project to evaluate the NTFS had two aims and two objectives: Aims: 1. To evaluate the impact and current relevance of the National Teaching Fellowship Scheme (NTFS) across the higher education (HE) sector, including in relation to those providers who have not participated in the scheme. 2. To inform decisions on the future format of the scheme, including the approach to its financing. Objectives: 1. To establish the extent to which the NTFS has achieved its aims across the HE sector in England, Wales and Northern Ireland. 2. To set out considerations and options for funders with regard to the format of the scheme, the approach to delivery and its funding in the new regulatory regime. This evaluation brings together a range of evidence to address these aims and objectives covering the 17 years since the NTFS began, using a mixed methods approach to data collection and adopted grounded theory to analyse and triangulate the findings. The NTFS was valued by the sample of institutions that contributed to this evaluation, which included all types of HE provider and non-participating institutions. Evidence to support this finding includes the following:  The survey data suggests that sampled participating institutions would recommend the scheme to non-participants.  The survey and case studies provide evidence of positive benefits to individuals in receipt of an award.  The survey responses commended the NTFS as a national measure of teaching excellence in a competitive market.  The majority of institutions across the interview samples reported that they used the NTFS guidelines when designing internal awards and that these internal awards were used to identify potential NTFS nominees.  The sample of eligible non-participating surveyed institutions stated that they would seek to engage with the NTFS in the future, but were limited by their somewhat embryonic considerations of reward and recognition and limited resources.  The sample of participating institutions in the case studies were in agreement that they would continue to absorb significant opportunity costs to participate in the NTFS in its current format.  Across the qualitative data, respondents noted that the NTFS has played a part in enhancing the status of teaching and learning within a changing policy context, in line with the original aims of the scheme. The NTFS retains value as an exemplar or 'pinnacle' award for institutional staff, providing a career ladder and potentially providing the sector with new ideas for innovation drawn from the exceptional work of the NTFS Fellows. However, the evidence suggests that the benefits and impact for the individual need to better align with the benefits and impact for the institution. There is a need for some institutions to raise their awareness of NTFS winners and be more instrumental in how they are used to directly enhance the student experience, for example, through greater opportunities to influence institutional policy and to share excellent and/or innovative practice. This is particularly pertinent if institutions are asked to cover any further costs of participation.

Item Type:	Monograph (Project Report)
Contributors:	De Normanville, Clare Reaney-Wood, Sarah Handforth, Rachel [0000-0002-8408-7283]
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Depositing User:	Colin Mccaig
Date Deposited:	08 Nov 2018 12:25
Last Modified:	03 May 2023 02:08
URI:	https://shura.shu.ac.uk/id/eprint/22358

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