Understanding HEA Professional Recognition in the UK Higher Education Sector
Recognition by the Higher Education Academy (HEA) through the experience route to the UK Professional Standards Framework (UKPSF) is a valuable achievement for higher education practitioners. This presentation by Phil Race and Sally Brown highlights the benefits of HEA recognition, the evolving system, and the importance of aligning practice with the UKPSF. It provides guidance on the levels of Fellowship and the national recognition it brings, encouraging individuals to pursue HEA recognition for professional development and identity.
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Recognition by the HEA through the experience route to UK Professional Standards Framework by direct application UWE: 9thApril 2015 see http://www.heacademy.ac.uk/professional-recognition Phil Race PFHEA, NTF, BSc, PhD, PGCert, FCIPD Independent consultant 1
Approximate Index to these slides slides 3-22 23-26 27-29 30-51 General scheme Associate Fellows Fellow Senior Fellow (includes more general guidance) Principal Fellow (also includes more general guidance) Further general comments 52-67 68-79 2
An evolving HEA system The HEA website has a lot of detail on applying for the various levels of Fellowship but it s not always easy to find what you want; Many of these slides are direct quotes from what s on the HEA website; Note that the typical job descriptors on the HEA website (and in these slides) have evolved from those in the 2011 UKPSF document. Keep watching the website; the scheme continues to evolve. 3 3
The status of this presentation The text in all the slides in this presentation with black headings is taken directly from the HEA website and other publicly available HEA presentations/resources. Text in slides with purple headings is our interpretation of guidance we have elicited informally, and our own thoughts on relevant matters. This presentation is an open access resource, created by Phil Race and Sally Brown. 4
Why might you want to become HEA- recognised? They say: It provides national recognition of your commitment to professionalism in teaching and learning in higher education; It demonstrates that your practice is aligned with the UK PSF; It provides an indicator of professional identity for higher education practitioners, including the entitlement to use post-nominal letters AFHEA Associate Fellow of the Higher Education Academy FHEA Fellow of the Higher Education Academy SFHEA Senior Fellow of the Higher Education Academy PFHEA Principal Fellow of the Higher Education Academy It is a portable asset, that has UK-wide relevance and which is increasingly recognised by higher and further education institutions; An increasing number of nations are also exploring HEA professional recognition. 5
And also because: It s a chance to gain recognition for the work you do teaching and supporting students; Many advertised posts in UK HEIs now specify HEA recognition as among the criteria for appointment; Your institution gains benefits from being able to claim its staff are appropriately qualified and recognized and your achievement can be recoded as part of the institutional Key Information Set (KIS) data; Your students are likely to be pleased to be taught by a nationally-recognised teacher. 6
The UK Professional Standards Framework: 1. Supports the initial and continuing professional development of staff engaged in teaching and supporting learning; 2. Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous development in diverse academic and/or professional settings; 3. Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning; 4. Acknowledges the variety and quality of teaching, learning and assessment practices that support and underpin student learning; 5. Facilitates individuals and institutions in gaining formal recognition for quality enhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities. 7
The elements of the Framework Four Descriptors D1 Associate Fellow D2 Fellow D3 Senior Fellow D4 Principal Fellow AFHEA FHEA SFHEA PFHEA D1-D4 Five Areas of Activity Six Core Knowledge areas Four Professional Values A1-A5 K1-K6 V1-V4 9
Descriptors Consider the dimension in the context of the descriptor. AFHEA/FHEA the individual s personal practice activity. SFHEA the development and mentoring of others in learning and teaching. PFHEA demonstrable impact in learning and teaching activity by influencing policy and strategy. Recognition decisions are made against the descriptor. 11
Key principles for all applicants Claim: you make the case. Personal: to you, use 1st person pronoun. Engagement: not just an academic essay; demonstrate how literature influences your practice. Alignment: with UKPSF. Reflection: on your practice, how do you know it works? Commitment: to student learning. Evidence-based: not a portfolio but the references provide some evidence/endorsement, and are followed up. Quality: (high) Currency: avoid over-reliance on historic practice unless relevant. Sufficiency: enough to make your claim convincing. 12
Here is an overview of the whole scheme The table which follows on the next slide shows a comparison between AFHEA, FHEA, SFHEA and PRHEA, with successive slides summarising the K, A, and V descriptors. 13
The UK Professional Standards Framework: Summary View of the relationships between AFHEA, FHEA, SFHEA and PFHEA: Phil Race and Sally Brown, updated 15th January 2015 Areas of Activity A1 Design and plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices Core Knowledge K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values V1 Respect individual learners and diverse learning communities V2 Promote participation in higher education and equality of opportunity for learners V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice Descriptor 1: (2011) Associate Fellow Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of: I. Successful engagement with at least two of the five Areas of Activity II. Successful engagement in appropriate teaching and practices related to these Areas of Activity III. Appropriate Core Knowledge and understanding of at least K1 and K2 IV. A commitment to appropriate Professional Values in facilitating others learning V. Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities VI. Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities 2015 Guidance Descriptor 2: (2011) Fellow Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of: I. Successful engagement across all five Areas of Activity II. Appropriate knowledge and understanding across all aspects of Core Knowledge III. A commitment to all the Professional Values IV. Successful engagement in appropriate teaching practices related to the Areas of Activity V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices 2015 Guidance Descriptor 3: (2011) Senior Fellow Demonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning. Individuals should be able to provide evidence of: I. Successful engagement across all five Areas of Activity II. Appropriate knowledge and understanding across all aspects of Core Knowledge III. A commitment to all the Professional Values IV. Successful engagement in appropriate teaching practices related to the Areas of Activity V. Successful incorporation of subject and pedagogic research and/ or scholarship within the above activities, as part of an integrated approach to academic practice VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices VII. Successful co-ordination, support, supervision, management and/ or mentoring of others (whether individuals and/or teams) in relation to teaching and learning 2015 Guidance Descriptor 4: (2011) Principal Fellow Demonstrates a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning. Individuals should be able to provide evidence of: I. Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional developments II. Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional, and/or (inter)national settings III. Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) in delivering high quality teaching and support for learning IV. Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.) V. A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices 2015 Guidance If you re new to teaching or supporting student learning and want to formalise your experience and to progress, an HEA Associate Fellowship could add great value to your professional teaching experience. You re likely to be one of the following: an early-career researcher with some teaching responsibilities (e.g. PhD student, graduate training assistant, contract post-doc) new to HE teaching, have a limited teaching portfolio or teach part-time in a demonstrator/technic ian role with some teaching responsibilities, or support teaching/learning (e.g. as a learning technologist or learning resource staff member) Applicants may apply online by logging into MyAcademy. The application process consists of an Account of Professional Practice (APP), two supporting statements from referees and payment of a fee where applicable. If you are from a subscribing institution the cost for Associate Fellow is 100. If you are from a non-subscribing institution or independent the cost is 200. If you ve a proven, sustained track record in HE teaching and you re seeking recognition for your development, and to progress into a senior position, an HEA Fellowship could add great value to your professional teaching experience. You re likely to be one of the following: an early-career academic in a subject-specific role with substantive teaching and learning responsibilities an experienced academic, relatively new to UK HE. You ll be in a role with sometimes significant, teaching-only responsibilities; e.g. within work-based settings Applicants may apply online by logging into MyAcademy. The application process consists of an Account of Professional Practice (APP), two supporting statements from referees and payment of a fee where applicable. If you are from a subscribing institution the cost for Fellow is 200. If you are from a non-subscribing institution or independent the cost is 400. If you have a proven, sustained track record in HE teaching and management and are seeking to progress into a leadership position, an HEA Senior Fellowship could add great value to your professional teaching experience. You ll have an established record relating to teaching and learning and management/leadership of specific aspects of teaching provision. You are likely to lead, or be a member of, established academic teams. You may be: an experienced member of academic staff with significant responsibility for leading, managing or organising programmes for subjects/disciplines an experienced subject mentor or someone who supports those new to teaching an experienced member of staff with departmental or wider teaching/learning support advisory responsibilities within your institution Applicants may apply online by logging into MyAcademy. The application process consists of an Account of Professional Practice (APP), two supporting statements from referees and payment of a fee where applicable. If you are from a subscribing institution the cost for Senior Fellow is 300. If you are from a non-subscribing institution or independent the cost is 600. If you have an established academic career with substantial strategic responsibilities in HE and you re seeking to exert influence within the sector, an HEA Principal Fellowship could add great value to your professional teaching experience. You ll have a sustained, effective record of strategic impact at institutional, national or international level and be committed to wider strategic leadership in teaching. You might also be one, or both, of the following: A highly experienced member of senior staff with wide-ranging academic or strategic leadership responsibilities in connection with key aspects of teaching and supporting learning. Responsible for institutional strategic leadership and policymaking in the area of teaching and learning, possibly extending beyond your own institution. Applicants may apply online by logging into MyAcademy. The application process consists of an Account of Professional Practice (APP), three supporting statements from referees and payment of a fee where applicable. If you are from a subscribing institution the cost for Principal Fellow is 500. If you are from a non-subscribing institution or independent the cost is 1000.
Dimensions of the framework: Areas of Activity A1 Design and plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices 15
Dimensions of the framework: Core Knowledge K1 The subject material; K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme; K3 How students learn, both generally and within their subject/ disciplinary area(s); K4 The use and value of appropriate learning technologies; K5 Methods for evaluating the effectiveness of teaching; K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching. 16
Dimensions of the framework: Professional Values V1 Respect individual learners and diverse learning communities; V2 Promote participation in higher education and equality of opportunity for learners; V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development; V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice. 17
How can the framework be used? The framework has been designed to cover all aspects of teaching and learning support. If you have a substantive role in the education of students or staff, it will be relevant to your situation. Depending on your specific role you can use it to become an Associate Fellow, Fellow, Senior Fellow or principal Fellow of the HEA You can plan and guide your CPD in the area of teaching & learning. If you are involved in the training and development of teaching and/or learning support staff, you can use the framework to design and structure your development programmes. You can also make use of the HEA accreditation service . If you have a senior managerial role, you can use the framework to help you to enhance the quality and prominence of the teaching and learning activities within your remit. 18
You can be professionally recognised by the Higher Education Academy by 2 routes: 1. Via accredited provision (Associates and Fellows): Individuals who have completed Academy-accredited provision are able to gain recognition of the HEA. Individuals who have completed HEA-accredited provision more than two years ago are eligible to apply via the same online form as those who have completed it within the last two years. 2. By completing an application to become an Associate, Fellow, Senior Fellow or Principal Fellow. 19
Areas of activity Associate Fellows need to demonstrate successful engagement with at least 2 of the 5 Areas of Activity; Fellows and Senior Fellows need to demonstrate successful engagement across all 5 Areas of Activity; Principal Fellows need to demonstrate active commitment to and championing of all dimensions of the Framework, through work with students and staff, and in institutional developments. 20
Core knowledge Associate Fellows need to demonstrate appropriate Core Knowledge and understanding of at least K1 and K2; Fellows and Senior Fellows need to demonstrate appropriate knowledge and understanding across all aspects of Core Knowledge; Principal Fellows need to demonstrate successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional, and/or (inter)national settings. 21
Values Associate Fellows need to demonstrate a commitment to appropriate Professional Values in facilitating others learning; Fellows and Senior Fellows need to demonstrate a commitment to all the Professional Values; Principal Fellows need to demonstrate these and more (see later slides). 22
By applying to become a Associate Fellow or Fellow you will have the opportunity to: Think deeply about and thereby enhance the quality and effectiveness of your work in the area of teaching and supporting learning in higher education; Ensure your practice as a teacher and/or supporter of learning is aligned with a nationally recognised standard for higher education Gain national recognition for your role as a teacher and/or supporter of learning within the higher education context. 23
Become an Associate Fellow of the HEA If you re new to teaching or supporting student learning and want to formalise your experience and to progress, an HEA Associate Fellowship could add great value to your professional teaching experience. You re likely to be one of the following: an early-career researcher with some teaching responsibilities (e.g. PhD student, graduate training assistant, contract post-doc). new to HE teaching, have a limited teaching portfolio or teach part-time. in a demonstrator/technician role with some teaching responsibilities, or support teaching/learning (e.g. as a learning technologist or learning resource staff member). 24
Become an Associate Fellow of the HEA (2) Applicants may apply online by logging into MyAcademy. The application process consists of an Account of Professional Practice (APP), two supporting statements from referees and payment of a fee where applicable. If you are from a subscribing institution the cost for Associate Fellow is 100. If you are from a non-subscribing institution or independent the cost is 200. The most prestigious awards of SFHEA and PFHEA carry additional application requirements 25
Associate Fellowship: There are two main parts to your application: 1. An Account of Professional Practice (APP). In this account you should explain how you meet the requirements outlined in Descriptor 1 of the UK Professional Standards Framework. Supporting statements from two referees who should be colleagues who are in a position to comment, on your record of effectiveness in relation to teaching and the support of learning. See guidance at https://www.heacademy.ac.uk/download/referee-guidance- notes-associate-fellow Your application also needs to be endorsed by a signatory who will confirm that your application has institutional approval. 2. 26
Become a Fellow of the HEA If you ve a proven, sustained track record in HE teaching and you re seeking recognition for your development, and to progress into a senior position, an HEA Fellowship could add great value to your professional teaching experience. You re likely to be one of the following: an early-career academic. in a subject-specific role with substantive teaching and learning responsibilities. an experienced academic, relatively new to UK HE. You ll be in a role with sometimes significant, teaching-only responsibilities; e.g. within work-based settings. 27
Become a Fellow of the HEA (2) Applicants may apply online by logging into MyAcademy. The application process consists of an Account of Professional Practice (APP), two supporting statements from referees and payment of a fee where applicable. If you are from a subscribing institution the cost for Fellow is 200. If you are from a non-subscribing institution or independent the cost is 400. The most prestigious awards of SFHEA and PFHEA carry additional application requirements 28
Fellowship: There are two main parts to your application: 1. An Account of Professional Practice (APP). In this account you should explain how you meet the requirements outlined in Descriptor 2 of the UK Professional Standards Framework. Supporting statements from two referees who should be colleagues who are in a position to comment on your record of effectiveness in relation to teaching and the support of learning. See guidance at: https://www.heacademy.ac.uk/professional- recognition/hea-fellowships/become-fellow-hea Your application also needs to be endorsed by a signatory who will confirm that your application has institutional approval. 2. 29
Become a Senior Fellow of the HEA If you have a proven, sustained track record in HE teaching and management and are seeking to progress into a leadership position, an HEA Senior Fellowship could add great value to your professional teaching experience. You ll have an established record relating to teaching and learning and management/leadership of specific aspects of teaching provision. You are likely to lead, or be a member of, established academic teams. You may be: an experienced member of academic staff with significant responsibility for leading, managing or organising programmes for subjects/disciplines. an experienced subject mentor or someone who supports those new to teaching. an experienced member of staff with departmental or wider teaching/learning support advisory responsibilities within your institution. 30
Become a Senior Fellow of the HEA (2) Applicants may apply online by logging into MyAcademy. The application process consists of an Account of Professional Practice (APP), two supporting statements from referees and payment of a fee where applicable. If you are from a subscribing institution the cost for Senior Fellow is 300. If you are from a non-subscribing institution or independent the cost is 600. 31
By applying to become a Senior Fellow you will have the opportunity to: Think deeply about and thereby enhance the quality and effectiveness of your work in the area of teaching and supporting learning in HE; Model good practice for other staff and be better able to encourage and support them to seek recognition for their own work in this area; Gain national recognition for your contribution to teaching and the support of learning within the HE context. 32
Senior Fellowship: You need 1. An Account of Professional Practice (APP), in which you should explain how you meet the requirements outlined in Descriptor 3 of the UK Professional Standards Framework and include a reflective commentary on your education roles and experience as well as 2 case-studies outlining contributions you have made to learning and teaching in HE. 2. Supporting statements from two referees who should be colleagues who are in a position to comment, on your record of effectiveness in relation to teaching and the support of learning. It also needs to be endorsed by a signatory who will confirm that your application has institutional approval. 33
Specific guidance for Senior Fellows Whilst it is important that you address all of the dimensions of Framework, given the complex and integrative nature of professional practice at this level you should avoid a mechanistic approach to ensuring full coverage. The HEA recognises that there will be considerable variation in applications, reflecting differences in individual s experience, their job roles and institutional contexts. The quality of your reflection is far more important than quantity. A suggested word count for the combined case studies and reflective commentary is around 5000 6000 words with an upper limit of 7000 words (including references). The APP is the heart of your application. It comprises a reflective commentary on professional practice as a teacher and/or supporter of learning. In it you should explain how you meet the requirements outlined in Descriptor 3 of the Framework. 34
Your Account of Professional Practice (APP): some general principles to consider: (1) Senior Fellowship is based on meeting Descriptor 3 (D3) of the UKPSF and your APP is the core of your application. Your reflective commentary and case studies should explain how you meet the requirements set out in Descriptor 3 of the UKPSF. There will be considerable variation in applications, reflecting differences in individuals experience, their job roles and institutional contexts. The reflective commentary and two case studies enable such diversity to be appropriately represented. Your application is a claim for Senior Fellowship and as such should include appropriate rationale for the choices made and any evidence of success, influence and impact in teaching and/or supporting learning. All your evidence will be based on real examples of practice that draw upon scholarly activity in learning and teaching. 35
Your Account of Professional Practice (APP): some general principles to consider: (2) Provide selective examples of practice in your APP and ensure they have direct relevance to your claim for Senior Fellowship. The quality of your evidence is much more important than the quantity of examples you provide. Where you reflect on any historic professional practice as part of your evidence, ensure you then reflect on its current impact on your or others professional practice and on the wider learning and teaching context. Your APP should make clear how you apply the Core Knowledge and Professional Values to the evidence in your APP. This alignment of your work to the UKPSF is essential. The evidence should be incorporated across your APP in both your reflective commentary and case studies. 36
Your Account of Professional Practice (APP): some general principles to consider: (3) Your APP is a personal account and its focus throughout should be on your own professional practice and decision-making. Your application is centred round a process of continuing professional development which demonstrates your thorough understanding of effective approaches to teaching and/or learning support. It is important that you address all the Dimensions of the UKPSF. Given the complex and integrative nature of professional practice for Senior Fellow, avoid a mechanistic or tick-box mapping approach to ensure full coverage. Refer to our guidance notes on the Dimensions of the Framework to support your understanding of the Dimensions. A critical characteristic of Senior Fellows is that they are able to demonstrate the successful coordination, support, supervision, management and/or mentoring of others (whether individuals or teams) in relation to learning and teaching. Ensure you sufficiently evidence this in your APP. 37
Your Account of Professional Practice (APP): some general principles to consider: (4) The overall word count for the APP is 6,000 words. This is your combined reflective commentary and two case studies. It is at your discretion how you wish to split your overall word count across the case studies and reflective commentary sections. Throughout your application, the quality of reflection on and of your professional practice should be the focus of your narrative, rather than description. Any citations to publications, journals, books and websites you choose to include will be accommodated in addition to your APP. Include these after the relevant section of your APP. If you wish, use the space provided in this guidance to draft your evidence for each section of your APP. Alternatively, you can directly draft and save your application as you go along in MyAcademy 38
Your Account of Professional Practice (APP): some general principles to consider: (5) All the experience and evidence included in your application must relate to HE provision such as: level 4 or above within the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland; level 7 or above within the Scottish Credit and Qualifications Framework (SCQF) in Scotland on the Framework for Qualifications of Higher Education Institutions (FQHEIS); first cycle or above of the Qualifications Framework in the European Higher Education Area (QFEHEA); 39
Your Account of Professional Practice (APP): some general principles to consider: (5) level 6 or above of the Australian Qualifications Framework; level 5 or above of the New Zealand Qualification Framework; other equivalent higher education frameworks; delivery of non-accredited continuing professional development for academic and learning support staff may also be considered as evidence equivalent to the higher education academic frameworks. Further information can be found in What counts as HE experience and is covered in the Terms and Conditions. Clarification can also be sought from the HEA Recognition team. 40
Reflective commentary In preparing your reflective commentary, focus in particular on the education, training, employment, roles and experience which have contributed to your professional development as teacher, mentor, facilitator of learning and academic leader. You might include informal activities whether individual, collaborative or team-based, that you believe have had a significant impact on your academic practice and/or on the practice of others. Highlight the primary influences on your own development, focusing on the progressive attainment of your professional capabilities and how you and others have benefitted from the continuous learning and development process involved. 41
You may wish to reflect on: (a) Career milestones roles and responsibilities related to teaching and supporting learning; relevant qualifications obtained from formal professional development . Areas of research, scholarship and/or professional practice relevant publications and/or presentations; incorporation of research, scholarship and/or professional practice into teaching and supporting learning; links with professional bodies or wider communities. Involvement in teaching and learning initiatives institutional/nationally funded projects; small-medium scale investigations or awards; work with professional bodies; development and/or adoption of learning and teaching themes, for example, internationalisation, employability, assessment and feedback, retention, flexible learning, education for sustainability; dissemination of teaching and learning related expertise. 42
You may wish to reflect on: (b) Recognition and reward teaching prizes, fellowships, institutional awards for innovation; professional body recognition. Collaborating with others advisory, support, co-ordination roles in teaching and supporting learning; leadership and management roles. Educational and staff development activity mentor roles in professional development programmes for new and inexperienced staff; learning and teaching workshops/seminars; related publications/documents. Leadership, management and organisational roles within an institutional or wider higher education context learning and teaching/quality enhancement committees; programme design, approval and review process; quality assurance roles and responsibilities. 43
Your two case studies In this section you should provide reflective accounts of two particular contributions or roles which: Have had a significant impact upon the co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams), in relation to teaching and learning Demonstrate your sustained effectiveness in relation to teaching and learning and that you meet the criteria for Senior Fellowship. 44
What do the case studies need to include? Use the two case studies to address different aspects of Descriptor 3, with a focus on your organisation, leadership and/or management of specific aspects of learning and teaching provision. You might include informal activities, whether individual, collaborative or team- based, that have had a significant impact on your academic practice and/or on the practice of others. The emphasis should be on your effectiveness in relation to learning and teaching and should incorporate how you have led, organised or managed specific aspects of learning and teaching provision. At least one of your case studies should focus on a situation where you worked with others using your skills, knowledge and awareness in leading, managing or organising programmes, subjects and/or disciplinary areas. You should clearly demonstrate an integrated and reflective approach to academic practice that incorporates research, scholarship and/or professional practice. 45
Focus on particular aspects of your work such as: (1) Developing quality enhancement ways you interact with others to ensure appropriate alignment of teaching, learning and assessment practices; how you ensure that student learning within the context of your responsibilities is enriched by disciplinary and pedagogic research, scholarship and professional practice (your own and that of others); ways you have fostered dynamic approaches to learning and teaching through creativity and innovation. 46
Focus on particular aspects of your work such as: (2) Supporting other colleagues how you have supported other colleagues to enhance their practices; specific examples of how you have enhanced academic practice through co-ordinating/managing others; 7 your roles in learning and teaching projects and initiatives at departmental, institutional or in the wider HE context; course and programme development, review and revalidation. 47
Focus on particular aspects of your work such as: (3) Sustained engagement with educational and staff development staff development activities you have facilitated (informal and formal) that enhance your colleagues abilities to meet the dimensions of the UKPSF; how your contributions have promoted the student learning experience through professional development of staff under your influence and guidance e.g. through informal or formal mentoring arrangements; how you have disseminated your knowledge and skills in teaching and supporting learning to audiences both within and external to your institution. 48
Focus on particular aspects of your work such as: (4) Evaluation of academic practice steps you have taken to develop your own practice and how you have used your own experience to enable others to reflect on and critique their own practice; how you support, encourage and implement evaluation processes designed to enhance the student learning experience. 49
How will your application be reviewed? Your application will be reviewed by a panel of three independent accreditors as part of a peer review process. Accreditors are selected for their experience of external review, their understanding of the UKPSF, as well as for their knowledge and experience of teaching and learning in higher education. The accreditor pool includes education specialists and practitioners from a range of disciplines across the higher education sector. The accreditors will review your application and look for evidence that your approach to teaching/supporting and managing learning is grounded in an understanding of how learners develop knowledge and practice within your discipline or role. Your evidence should therefore be reflective, not just descriptive. Accreditors will also look for indications of how you evaluate your effectiveness and how you develop your approach in the light of your experience and continuing professional development. A holistic approach to reviewing your application will be adopted and accreditors will seek evidence from across your application. 50
