Do Academic Recruitment Policies Under Represent Teaching and Learning Competences?

Gareth Thomson and Klara Kövesi ()
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Gareth Thomson: Aston University [Birmingham]
Klara Kövesi: ENSTA Bretagne_SHS - Département Sciences Humaines et Sociales ENSTA Bretagne - ENSTA Bretagne - École Nationale Supérieure de Techniques Avancées Bretagne, FoAP - Formation et apprentissages professionnels - CNAM - Conservatoire National des Arts et Métiers [CNAM] - ENSTA Bretagne - École Nationale Supérieure de Techniques Avancées Bretagne - Institut Agro Dijon - Institut Agro - Institut national d'enseignement supérieur pour l'agriculture, l'alimentation et l'environnement

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Abstract: CDIO standards 9 and 10 focus on the technical and teaching competences of staff delivering engineering education programmes. For most Universities, whether CDIO or otherwise teaching and learning are the key financial and reputational activities which ensure the institution can thrive. To ensure academic degrees can be delivered in a progressive, student centered and active manner such as that championed by CDIO it is essential that staff with the capabilities to deliver and develop strong teaching and learning approaches are recruited and trained. This paper looks at recruitment practices for Engineering academics in the UK and France. It examines how research and teaching criteria are framed in the hiring process examining recruitment advertisements and job details to examine both the numbers and types of terms used to describe these two types of core academic activities. This tends to show that, while anecdotally it has always been reported, for many of the more established Universities there is a significantly greater emphasis on research over teaching competences though the picture is not uniform and while the picture in France and the UK overall is similar the degree of emphasis of research over teaching in France appears lower.

Keywords: academic recruitment; faculty development; teaching and learning competences; CDIO Standards 9 & 10 (search for similar items in EconPapers)
Date: 2022-06-13
Note: View the original document on HAL open archive server: https://ensta-bretagne.hal.science/hal-03765701v1
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Published in CDIO 2022, Reykjavík University, Jun 2022, Reykjavik, Iceland

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