Abstract
ABSTRACT Since the release of the revised version of the UK Professional Standards Framework in 2011, researchers have examined the benefits and challenges of gaining teaching accreditation in the higher education (HE) sector. Here we employ creative non-fiction techniques to stimulate further discussion around the development opportunities associated with gaining Senior Fellowship. This lens permits greater freedom from political agendas that might otherwise remain hidden in our analysis, and therefore offers greater protection to the research participants. The ‘tale’ is constructed from data produced by qualitative interviews with 30 university staff members to illustrate the competing discourses of HE teaching accreditation and teaching quality. The conversation takes place following a presentation about the Teaching Excellence Framework (TEF) and university league tables. The debate is driven by Mac’s cynicism to the accreditation process, and Josie’s desire to be recognised for her excellent contribution to raising teaching standards.
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