Centre for the Study of Higher Education

About

Fran joined the University of Kent in 2004, after many years at Goldsmiths’ College, University of London. Her original disciplinary background is in Modern Languages, including substantial experience both of language teaching and as a teacher educator.  Fran has designed and taught on postgraduate teacher education programmes for over twenty years. 

 

Contact Information

Address

Room 5b, First Floor, UELT Building

01227 82 (4167)

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Publications

Also view these in the Kent Academic Repository

Article
Di Gregorio, L. and Beaton, F. (2019). Blogs in the modern foreign languages curriculum. A case study on the use of blogging as a pedagogic tool and a mode of assessment for modern foreign languages students. Higher Education Pedagogies [Online] 4:406-421. Available at: https://doi.org/10.1080/23752696.2019.1644660.
Beaton, F. (2017). Just in time and future-proofing? Policy, challenges and opportunities in the professional development of part-time teachers. International Journal for Academic Development [Online] 22:19-30. Available at: http://dx.doi.org/10.1080/1360144X.2016.1261354.
Beaton, F., Bradley, S. and Cope, S. (2013). Supporting GTAs Who Teach: Foreword: Supporting Graduate Teaching Assistants: structures and practices. Practice and Evidence of Scholarship in Learning and Teaching in Higher Education [Online] 8:83-92. Available at: http://community.dur.ac.uk/pestlhe.learning/index.php/pestlhe/article/view/168/259.
Beaton, F. (2010). The Challenge Fund: an initiative supported through TQEF. Educational Developments:10-11.
Beaton, F. and Tomkinson, B. (2009). Improving University Teaching: navigating innovations in learning and teaching. Educational Developments [Online] 10:22. Available at: http://www.seda.ac.uk/?p=5_4_1&pID=10.4.
Beaton, F. and Tomkinson, B. (2009). Improving University Teaching: navigating innovations in teaching and learning. Educational Developments [Online] 10:22-22. Available at: http://www.seda.ac.uk/?p=5_4_1&pID=10.4.
Beaton, F. (2008). Developing new academics' self-perception as agents of change: a cross-disciplinary case study. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education [Online] 3:181-192. Available at: http://www.pestlhe.org.uk/index.php/pestlhe/article/view/51/177.
Beaton, F. (2008). Developing new academics' self-perception as agents of change: A cross-disciplinary case study. Practice and Evidence of Scholarship of Learning and Teaching in Higher Education [Online] 3:181-192. Available at: http://community.dur.ac.uk/pestlhe.learning/index.php/pestlhe/issue/view/11.
Beaton, F. (2006). Teaching HE in FE: whose professional teaching standards?. Educational Developments [Online]:12-12. Available at: http://www.seda.ac.uk/ed_devs/vol7/eddevs71.htm.
Book section
Beaton, F. and Sims, E. (2016). Supporting part-time teachers and contract faculty. In: Baume, D. and Popovic, C. eds. Advancing Practice in Academic Development. London & New York: Routledge. Available at: http://dx.doi.org/10.4324/9781315720890-15.
Beaton, F. (2012). Future directions in Professional Development. In: Beaton, F. and Gilbert, A. eds. Developing Effective Part-Time Teachers in Higher Education: New Approaches in Professional Development. UK: Routledge, pp. 198-206. Available at: http://www.routledge.com/books/details/9780415517072/.
Beaton, F. and Malcolm, J. (2008). Anyone can do it? Supporting educational research in other disciplines. In: Houston, M. ed. The Teaching-Research Interface: Implications for Practice in HE and FE. The Higher Education Academy, pp. 64-69.
Beaton, F. (2004). Participation, expectation and motivation. In: Harnisch, H. and Swanton, P. eds. Adults Learning Languages: A CILT Guide to Good Practice. London: CILT. Available at: http://www.cilt.org.uk/books/adultslearning.htm.
Beaton, F. (2000). Student attitudes to learning, assessment and accreditation. In: Huebner, A., Ibarz, T. and Laviosa, S. eds. Assessment and Accreditation for Languages: The Emerging Concensus?. London: CILT. Available at: http://www.cilt.org.uk/books/accreditation.htm.
Conference or workshop item
Beaton, F. (2017). Professional development for part-time teachers in challenging times. In: Society for Research into Higher Education 2017 Conference: Higher Education Rising to the Challenge: Balancing Expectations of Students, Society and Stakeholders.
Beaton, F. (2016). Who pays the piper? Who calls the tune? Implications of policy for the future academic workforce. In: Society for Research in Higher Education (SRHE) Annual Conference 2016.
Beaton, F. (2016). University Graduate Teaching Assistants: policies, trends, perspectives. In: Inaugural Conference on GTA Development.
Beaton, F. (2016). Where next for language learning?. In: King's College London Modern Languages Centre Seminar Series.
Beaton, F. (2016). In limbo? Practitioners who teach: professional identities and professional development. In: 20th Standing Conference on Academic Practice (SCAP).
Beaton, F. (2015). Developing effective part-time teachers: a sector perspective. In: Go Between, In Between: Borders of Belonging.
Beaton, F. (2015). Practitioners who Teach : Professional Identities and Professional Development. In: International Conference on Educational Development.
Beaton, F. (2013). In limbo? Practitioners who teach: professional identities and professional development. In: Society for Research in Higher Education Annual Conference 2014.
Beaton, F. (2013). Part-time teachers in the 21st century workforce: identifying, supporting and sustaining professional development. In: Research Seminar Series.
Beaton, F. and Gilbert, A. (2012). What does the escalating number of part-time teachers in the workforce mean for Higher Education?. In: SRHE Conference.
Beaton, F. (2011). Becoming and belonging: locations and identities for early career teachers. In: Improving University Teaching.
Beaton, F. (2011). Supporting and developing postgraduates who teach: implications and practicalities. In: South-East developers' One-Day Conference.
Beaton, F. (2010). Community building among early career teachers: opportunities and tensions. In: SRHE Conference.
Beaton, F. (2009). Community building with early career academics as innovators: strategies and applications. In: Improving University Teaching: Navigating Innovations in Learning and Teaching.
Beaton, F. (2007). Getting out of the subject silo: the educational developer's role. In: Exploring Enhancement in Further and Higher Education.
Beaton, F. (2007). Learning and teaching in context: disciplinary identity in university academic staff. In: Perspectives and Limits of Dialogism in Mikhail Bakhtin: Applications in Psychology, Art and Education.
Beaton, F. and Bryne, N. (2002). A Learning Curve: reflective initial teacher training. In: ILTHE Conference Session. Institute for Learning and Teaching in Higher Education,: Heriot-Watt University.
Edited book
Beaton, F. (2012). Developing Effective Part-Time Teachers in Higher Education: New Approaches to Professional Development. [Online]. Beaton, F. and Gilbert, A. eds. UK: Routledge. Available at: http://www.routledge.com/books/details/9780415517072/.
Review
Beaton, F. (2009). The University and its Disciplines. Higher Education Academy Subject Centre (ESCalate) [Online]:1. Available at: http://escalate.ac.uk/5204.
Beaton, F. (2009). Book review: The University and its disciplines Kreber, C. ed. The University and its Disciplines [Online]:1-3. Available at: http://www.heacademy.ac.uk/resources/detail/subjects/escalate/5204_Book_review_-_The_university_a.
Forthcoming
Beaton, F. and Lehane, M. (2020). Getting the GIST: Flexible learning and the co-production of knowledge: a journey from theory to implementation. The Journal of Educational Innovation, Partnership and Change.
Total publications in KAR: 35 [See all in KAR]
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Research Interests

Fran‘s research focuses on the nature and impact of support offered to early career academics, both fulltime and part-time.  Her recent work includes conference papers and publications  in the UK, EU, Canada and the US on professional development for part-time teachers; the effect of policy on changing perceptions of the academic role; and the experiences and perspectives of practitioners in e.g. Law and Performing Arts who combine their professional work with university teaching.

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Teaching

Fran’s work at Kent combines teaching on the PGCHE and Associate Fellowship Scheme with professional development for more experienced staff at the University and its partner colleges. She is Chief Examiner and Director of Graduate Studies for Education taught programmes and module convenor for

Fran also

  • contributes to the work of the Centre for the Study of Higher Education
  • Fran supports experienced staff to develop applications for National Teaching Fellowship (individual award) and the Collaborative Award for Teaching Excellence (team award)
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External Activities

Fran is a member of the editorial of Board of Teaching in Higher Education, sits on the conference committee of the Staff and Educational Development Association and the steering committee for the Standing Conference on Academic Practice.  She has been External Examiner for the MA in Higher Education Practice at the University of East Anglia and University of Northampton, acted as external expert on programme and review panels at a number of UK universities and as PhD examiner, most recently at the University of York, The Open University and Lancaster.

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Last Updated: 10/09/2020