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Reward and Recognition for University Teaching in STEM Subjects
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Gretton, Sarah; Raine, Derek – Journal of Further and Higher Education, 2017
In recent years, universities have appointed an increasing number of "teaching-only" or "teaching-dominant" staff. While the balance of reward and recognition between teaching and research has been extensively considered for staff engaged in both, this is the first attempt to look at the situation of staff appointed on…
Descriptors: STEM Education, Rewards, Recognition (Achievement), Instruction
Gender and Management Implications from Clearer Signposting of Employability Attributes Developed across Graduate Disciplines
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O'Leary, Simon – Studies in Higher Education, 2021
Following identifications of gendered inconsistencies in higher education delivery [Ain, C., F. Sabir, and J. Willison. 2018. "Research Skills That men and Women Developed at University and Then Used in Workplaces." "Studies in Higher Education," Published online.], this work exposes unseen gender-related issues in the graduate…
Descriptors: Gender Bias, Higher Education, College Graduates, Employment Qualifications
Attracting and Retaining Teachers in Cambridgeshire: Working Conditions and Teachers Flows from a School Workforce Census Data Perspective
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Bélanger, Julie; Broeks, Miriam – RAND Europe, 2016
This report explores the working conditions and flows of state-funded secondary school teachers in Cambridgeshire compared to a select number of other local authorities and to the English national landscape as a whole between 2010 and 2015. It also presents findings for different subjects, highlighting the situation for science, technology,…
Descriptors: Foreign Countries, Teacher Recruitment, Teacher Persistence, Teaching Conditions