“I have my Fellowship, now what?” Supporting Post-award Teaching and Learning Practice, Reflexivity and Planning

Author Faculty (Discipline)


Document Type

Conference Proceeding

Publication Date



Higher Education Research and Development Society of Australasia (HERDSA) 2021 Annual Conference.

Embargo Period



3903 Education systems

Avondale Research Centre

Centre for Advancement of the Scholarship of Teaching and Learning

Reportable Items (HERDC/ERA)


Peer Review

Before publication


Introduction. Professional recognition programs, such as teaching and learning fellowships, give participants opportunities to reflect on their professional practice and further development. However, there are few theoretical principles and forms of support to help awardees engage in dedicated post-award critical reflection and futurefocused planning (Shaw, 2018). This showcase presents the outcomes of a research project addressing this issue. Aims. The project consists of two studies that share the research question: ‘What forms of support can be provided for post-award teaching and learning practice, reflexivity and planning?’. The first study sought to develop a tool that could be leveraged by Fellows of professional recognition programs to support and enhance post-award practice, reflexivity and planning. The second study (in progress) investigates other forms of support for higher education staff (academics, academic developers and institutional leaders) who have been awarded a Fellowship. This showcase presents the outcomes of the first study. Methods. Design-based research (DBR) (Anderson & Shattuck, 2012) was utilised in the first study. Following the principles of DBR, four HERDSA Fellows and two Associate Fellows successfully designed a tool that would assist reflection, practice and future planning in the post-award phase. Results. The multi-component tool, and qualitative evidence of its effectiveness, will be presented. Discussion. The ‘finiteness’ of professional recognition programs has been acknowledged as being problematic for some time (see, for example, Israel, 2012). Experience also tells us that there is a need for stronger approaches to guide practice development in the post-award phase of recognition programs. This showcase presentation addresses what could happen next in that phase, and provides opportunities for further conversation. (281 words) References Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813 Israel, M. (2012). The key to the door? Teaching awards in Australian higher education. Australian Learning and Teaching Council. http://researchrepository.murdoch.edu.au/id/eprint/54826 Shaw, R. (2018). Professionalising teaching in HE: the impact of an institutional fellowship scheme in the UK. Higher Education Research & Development, 37(1), 145-157. https://doi.org/10.1080/07294360.2017.1336750


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