Dear Paul,
I would have to look it up - if pressed - but my memory is that
relatively recent research indicates no discernible positive effect in
terms of research-active staff and effective teaching. I know of no
research, however, that has looked at the doctorate as a contributor to
teaching effectiveness. (One would expect that an increased depth of
learning would improve one's capability and flexibility in teaching but
measurement might be somewhat difficult.)
Yours
Andrew
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development
Association [mailto:[log in to unmask]] On Behalf Of Probyn, Paul
Sent: 18 February 2011 09:58
To: [log in to unmask]
Subject: PhDs and Learning & Teaching
Given the recent discussion on this forum about the possible use of the
proportion of staff who are operating at UKPSF standard 2 or equivalent
as a PI in the information to be provided to prospective students, it
was interesting to read in this week's Times Higher the comments of the
Director General of the Russell Group:
"The vast majority of our academics have doctorates......academics
without a doctorate would be very much in a tiny minority. This has
been the case at Russell Group universities for many years. Providing a
first-class teaching and learning experience is vitally important to our
universities."
I'm aware of the considerable research conducted into research-informed
teaching, however defined, but this is the first time I have seen the
research-led universities proposing that the quality of teaching and
learning is directly correlated with the proportion of staff holding a
PhD. Is anyone aware of any research that underpins this contention?
Thanks.
Paul Probyn
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