Good teaching in higher education is largely believed to be an important variable in the student success matrix. Universities therefore invest a significant part of their time in developing their academics through postgraduate teaching qualifications so as to enhance their teaching competence and effectiveness. This research critically examined the experiences of a group of academics at a university in South Africa that had recently graduated with a VTED. The study adopted a qualitative methodology where data were collected by means of an in-depth interview schedule. The study revealed that the VTED was well received by the participants as it enhanced their conceptualization of teaching and learning matters. The major recommendation was that university appointment boards should consider this qualification as a requirement for appointment as a university teacher and where one is appointed without it then one should be supported to acquire the qualification within five years of appointment

Username
Password