Reward and recognition of teaching

We are committed to raising the status of teaching in UK higher education and believe that excellent teaching should be properly rewarded and recognised. Since 2009, we have been exploring the extent to which higher education institutions recognise and reward teaching.

This research project, carried out by the Academy and the GENIE CETL at the University of Leicester, was an evidence-based investigation carried out in stages.

It began by exploring the perceptions academic staff have of the ways that teaching is recognised or rewarded within their institutions. A survey of over 2700 academics was conducted and the responses analysed to provide data on the opinions of practitioners in higher education. The first report from this project, entitled Reward and recognition of teaching in higher education - interim report, was published in February 2009.

The second report entitled Reward and recognition of teaching in higher education - institutional policies and their implementation was published in December 2009 and details results from a survey of institutional policy and practice. Data from 104 higher education institutions was collected and analysed. The triangulated results from the two studies provide a basis for a set of recommendations designed to further raise the status of teaching and to improve strategies for rewarding and recognising teaching activity.

The third report entitled Rebalancing promotion in the HE sector: is teaching excellence being rewarded? and published in 2013, builds on the previous reports by surveying progress in the sector with regards to approaches to the reward and recognition of learning and teaching excellence. More than 70 case studies from 55 institutions were collected, covering a range of individuals, institutions, disciplines, and career points. Several barriers to effective reward and recognition are identified and recommendations for future development in this area are presented.