With the Times Higher Education Awards approaching and the National Teaching Fellowship ceremony just passed, you might be asking yourself: “Is it worth applying for an award you might not get?” We each asked ourselves this question when we were nominated for a National Teaching Fellowship (NTF) by our institution. The process is long, the outcome uncertain, and the self-doubt very real!
Between us, we’ve experienced the full spectrum: Jenni applied twice and was successful the second time; Ang applied once and received the award; Nick applied, didn’t get it, and is now preparing to try again. So, is it worth it?
The transformation begins with the application
First, the process itself is transformative, regardless of outcome. Our backgrounds were very different, with Ang’s extensive collaborations with external organisations, Jenni’s transformative feedback pedagogy and Freirean dialogic teaching, and Nick’s amazing ability to design inclusive learning ecosystems through networks of students and educators to democratise success in higher education.
However, we all wanted to deepen our connections with like-minded educators from a scholarly perspective and have our teaching recognised and valued. Most importantly, the process became a way for us to support one another, strengthening our bonds as colleagues and building a community grounded in encouragement and shared purpose. It was this community that gave Jenni the ongoing motivation to apply for the second time. She reflected how gathering evidence and writing the application forced her to bring together the evidence and narrative needed to tell her story. She found the shared community the three of us built together motivational. She was also put forward for a Times Higher Education award, which she did not win, but again, the community helped give her confidence in her own story.
Reflection is the real reward
One of the unexpected benefits of applying for the NTF was the space it created for deep reflection. In the busyness of academic life, we rarely pause to ask ourselves: What do I stand for as an educator? What impact am I really having? Each application process demands that you do.
Ang found that the process helped her articulate her motivations and values. Her narrative centred on raising the profile of non-traditional learners – those studying in high-pressure healthcare settings, often online and often overlooked. The application gave her a platform to highlight the importance of co-design, continuous improvement and the unique challenges of postgraduate education.
Nick, too, found value in the process, even without the award. As someone who mentors colleagues, he often hears the same doubts: Is it selfish to self-nominate? But he reframes it: “If one of my students wanted a certain classification or outcome, I’d encourage them to take action. Why wouldn’t I do the same for myself?”
- Going for gold: how to craft a winning TEF submission
- Nudge your way up the NSS ladder
- Finger on the pulse: establish a culture of communication for better feedback
Recognition creates influence
Recognition opens doors. As Nick puts it, “Recognition evidences that you are a skilled educator – someone to be listened to and looked up to.” If the award, or even a nomination, gets you through the door and at the tables where you can influence student experience enhancements more widely, then this is far from selfish. It is both altruistic and student-centric.
That credibility translates into real opportunities to influence policy, secure resources and support others. For Ang, it was a chance to shine a light on the excellent teams she’s worked with, because developing teaching excellence is rarely done in isolation. For Jenni, it was about raising the visibility of teaching and its transformational potential in higher education. For Nick, it’s about continuing to build a platform for change – and trying again.
The practical path forward
The application requires a significant commitment. Ang advises: “Set aside many days for writing, editing, revising and rewriting – until you may become very fed up of it.” But don’t do it alone. Find a peer group. Support each other. Find a mentor. Without our support groups, we wouldn’t have made the deadlines!
We would also recommend focusing on your narrative. What’s your story? What are the key themes you want to draw out? Ang focused on three, including co-design, integration of real-world case studies and flexible learning. That structure helped her develop her golden thread. Jenni, in her second time round, really focused on those projects which had made the biggest impact and reflected her mantra of always choosing connection, rather than trying to share everything she did. We all recommend asking colleagues, students, mentors and networks to help demonstrate your impact.
And finally, stay true to your story. You’ll get lots of feedback and input, but like going for any form of recognition, it must be your voice that shines through.
So, is it worth it?
Absolutely. Whether you’re successful the first time, the second or not yet, the process itself is a form of professional development. It forces you to reflect, to articulate your values and motivations and to put your pedagogy out there.
It’s not about ego. It’s about clarity, confidence and contribution.
So, if you’re wondering whether to apply for a teaching award you might not get, from all three of us, it’s a resounding yes.
Jenni Rose is senior lecturer at Alliance Manchester Business School; Nick Weise is senior lecturer at Manchester Institute of Biotechnology and Manchester Medical School; Ang Davies is professor of Clinical Bioinformatics and Healthcare Science Education at the University of Manchester.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment