Excellence in Teaching: recognising, enhancing, evaluating and achieving impact Raj Dhimar and Nigel Purcell 15 and 16 Nov 17 th Annual SEDA Conference 2012
Dec 13, 2014
Excellence in Teaching: recognising, enhancing, evaluating and achieving impact
Raj Dhimar and Nigel Purcell 15 and 16 Nov
17th Annual SEDA Conference 2012
Rewarding teaching: developing the identity if Higher Education Academy Fellows
• Better understand - UKPSF/Professional recognition
• Dialogue about value of teaching awards and Fellowships
• Develop thinking on how individuals, teams and departments can be rewarded for their teaching
• Consider systematic approaches to rewarding teaching within institutions and beyond
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Workshop aims
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Key issues - rewarding staff
Few national systems which promote the
importance of teaching at multiple
stages (Young, 2006)
Institutional reward processes are seen to be inadequate,
despite progress in policies (Ramsden,
2008)
UK Government promotion of
teaching in HE (DfES 2003, BIS
2009, 2011)
Perception of teaching in UK HE
is valued and rewarded too little, both culturally and
in HR promotion (Gibbs 2003)
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The UK Professional Standards Framework and Professional
Recognition Scheme
What is it?
Why is it importan
t?Uses of
the Framewo
rk
Describes the professional role of ‘teaching and supporting learning’ in HE …
Practitioner perspective …
3 x Dimensions construct…
4 x Descriptors comprehensively covering teaching and learning support roles within HE.
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What is the UKPSF?
The UKPSF provides a means to:• Benchmark
• Develop
• Recognise & reward …
teaching and learning support roles within HE.
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What is it for?
• Clarified terminology – e.g. ‘SD’ – now ‘D’
• D1 and D2 enhance clarity – explicit link to Dimensions of the Framework
• D3 revised + new D4
• 2 new Fellowship categories – Senior and Principal Fellow
• PF (D4) = Strategic impact
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Key changes to the UKPSF
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Concise
Comprehensive
Coherent
Practical
Legitimate
Developmental
Strategic
The UKPSF
• Development/operation of institutional CPD Frameworks to enhance learning and teaching
• Engagement with recognition scheme that provides opportunities for staff to demonstrate their professionalism against the UKPSF at different points in their career
Over 38,000 individuals have been recognised as AF, F, SF or PF of the HEA – demonstrates a valuable indicator of professional identity for those engaged with teaching and learning
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Some key uses to date
The HEA recognises staff against The UKPSF in two ways:
1. The individual experience route:
• HEA – offers recognition against each of the UKPSF Descriptors as AF, F, SF and PF. Application process available – http://www.heacademy.ac.uk/professional-recognition
• Submission of evidence based on an Account of Professional Practice, supported by referees or advocates and assessed by peer accreditors
2. Through successful completion of an accredited institutional provision
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Professional Recognition of The HEA
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Update on recognition – developing identity
Good Standing Code of Conduct
UKPSF Impact Study Consultancy
Developments
• How can we better reward and recognise those engaged in HE learning and teaching?
• In tables identify, discuss and record (on flipchart) new ways or schemes in which the following groups can be rewarded:
- Individuals
- Teams
- Departments
- Institutions (HE providers)
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Over to you – your context
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Individuals Teams
Schools/Faculties HE Providers
• Identify what resources will be required. Who will need to be involved? When and how will it happen?
• Be prepared to feedback a short summary of your group’s discussion.
• Identify how the reward be achieved and what might it be called?
• Identify some criteria and procedures to judge it• Identify any issues and challenges with implementing
the awardit