Carrots and sticks: mandating teaching accreditation in Higher Education

This paper questions the value of the current trend towards mandating formal teaching accreditation in Higher Education. It discusses a number of studies that tend to suggest that mandatory courses do little to improve the experience of the student, even though participants most often report a greater confidence in their teaching capacity. The paper goes on to suggest that a combination of short intensive Foundations type courses in combination with supportive mentoring may be a more effective way to ensure that students have a fruitful experience in their undergraduate courses.

Key Phrase: Higher Education Accreditation Foundations