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Getting down to the nitty-gritty: the trials and tribulations of an institutional professional recognition scheme

The current national and institutional focus on teaching and learning in higher education (HE) in the UK has led to a growing credentialisation of those teaching in this sector. There is now more emphasis on being recognised as being qualified to teach in HE and this information is being included in statistical reports, marketing documentation and other promotional materials. Thus, having a recognised qualification is becoming requisite for many, both those new to teaching in this sector and experienced colleagues, who hitherto had never needed to consider this. This paper considers some of the practicalities and potential pitfalls of introducing a professional recognition scheme for those involved in teaching and supporting learning across a university.