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CONTINUING PROFESSIONAL DEVELOPMENT AND MAINTAINING GOOD STANDING OF FELLOWS OF THE HIGHER EDUCATION ACADEMY

P. Parker, S. Quinsee, R.A. Knight

City, University of London (UNITED KINGDOM)
Many staff in UK Higher Education institutions, have been recognised as Higher Education Academy (HEA) Fellows at one of the four categories available through continuing professional development (CPD) programmes that have been accredited by the HEA. This demonstrates meeting one of the four descriptors outlined in the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF) (HEA 2011). One of the dimensions of the UKPSF is engaging in CPD, and the Fellowship Code of Practice (HEA 2017) highlights the importance of good standing. All CPD accredited schemes within institutions are required to include reference to CPD opportunities and how good standing is monitored. There are however limited studies exploring the good standing activity although there are studies that have looked at institutional CPD schemes and gaining HEA Fellowship. Botham (2018) states that the studies available to date provide mixed evidence of academics engaging in these schemes having a positive impact on teaching practice. Shaw (2018) and Van Der Sluis et al’s (2016) found that staff who engaged with this tended to do this for recognition of their teaching practice to date and not regarding it as a vehicle to enhance and develop teaching practice.

The authors of this paper report on the good standing scheme that has been used in one UK university for the last two years and that here is demonstration of enhancements to teaching practice as well as championing the UKPSF to support the development of colleagues teaching practice. We will outline in this small-scale study the approach that has been used for good standing for both Principal (PF) and Senior Fellows (SF) from our programme. An analysis was undertaken of the reflective reports that are submitted by all PF and SFs. Positive impact is shown in such references to “increased use of technology which led to the provision of online lectures” (P6) and “the development of resources to enhance personalisation through using these” (P1) as well as “sharing SOTL articles with colleagues through social media” (P4). Many mentioned since gaining their Fellowship they had been able to “champion the UKPSF with colleagues and mentor them to gain Fellowship” (P2) and “promote their colleagues development” (P5). Additionally, feedback from those who have engaged in the annual activity have found writing the reflection and meeting with colleagues very valuable for sharing ideas and identifying what developments they had undertaken. This is important in terms of demonstrating this is not just a tick box activity but one that does change practice.

References:
[1] Botham K A (2018) The perceived impact on academics’ teaching practice of engaging with a higher education institution’s CPD scheme Innovations in Education and Teaching International Vol.55. (2) p164-175 DOI: 10.1080/14703297.2017.1371056
[2] HEA (2011) UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education. York, HEA
[3] HEA (2017) Fellowship of the Higher Education Academy Code of Practice. York, HEA
[4] Shaw R (2018) Professionalising teaching in HE: the impact of an institutional fellowship scheme in the UK, Higher Education Research and Development vol. 37. (1) p145-157 DOI: 10.1080/07294360.2017.1336750
[5] van der Sluis H, Burden P, & Huet I. (2016). The evaluation of an institutional UKPSF recognition scheme. Educational Developments, 17(1), 5–9.