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Accreditation and the ProfessionalStandards Framework
• HEA accreditation service is wellused by the HE community butthere are other routes toaccreditation, which the HEAwelcomes.• HEA does not espouse a one sizefits all approach – provision variesacross the sector.• PSF, with its origins andownership in the sector, has thepotential to be a key indicator ofongoing commitment to teachingand supporting learning, as wellas giving confidence that minimumthreshold standards have beenmet by academic staff. 2Accreditation & PSF
• ACCREDITATION applies to a programme, courseor scheme.3AccreditationIt applies to the outcome of the process whereby such aprogramme or scheme is accredited by the HEA asmeeting the requirements of the PSF and thus entitlessuccessful participants to be ‘recognised’ as AssociateFellows, Fellows, Senior Fellows or Principal Fellows of theHEA. The term always applies to a programme or schemeto develop academic staff and never to an individual orgroup of individuals.
Sector Trends“From Uniformity to Diversity”4Sector norm60 credit PostgraduateCertificates at D2 for newlecturers, some with embedded D1opportunitiesNowModules/courses at D1 (for GTA’s,Researchers, support staff) withprogression to, or embedded in,PG CertRetention of PG Cert as route toD2, increasing use of work-basedlearning
“Growing importance of CPD Schemes”D1 to D4• Some with embedded taught routes, othersoperate separately from taught qualifications• Some allow direct applications to HEA viaIndividual Recognition route,• Varied levels of integration with institutionalHuman Resources processesSector trends cont‟d5
• Accreditation demonstrates that institutionalprofessional development provision isexplicitly aligned to the PSFand that:• The institution offers both initial and on-goingopportunity for their staff to establish andenhance the professionalism of theirteaching in line with national benchmarks.Accreditation6
HEA Accreditation is a process of assessing aninstitution’s rationale for, and content of, itsprofessional development provision, whetherformally taught through modules andprogrammes or demonstrated through broaderCPD schemes and frameworks.(formally ‘taught’ vs. informally ‘caught’)Accreditation cont‟d7
• Stage 1 - Preparatory phase - institutionalreflection and decision making• Stage 2 - Submission of full documentarycase for accreditation• Stage 3 - Judgment through HEAAccreditation Panel meeting• Stage 4 - Completion phase in response toPanel decisionsAccreditation Process8
9Accreditors (Reviewingsubmissions)The HEA contracts a pool ofAssociates, known as Accreditors, toact as independent reviewers. Theyare contracted by the HEA on thebasis of their:1) Current knowledge and scholarlyunderstanding of the UK highereducation sector (and/or college-based higher education), includingknowledge of policy and issues ofrecent, current and emerging trendsin higher education professionaldevelopment for staff supporting thestudent learning experience.2) Knowledge and scholarlyunderstanding of the UK ProfessionalStandards Framework (UKPSF) forTeaching and Supporting Learning inHigher Education.
And their ability to:10Accreditors cont‟dMake informed judgementsabout the quality andrelevance of varied andoften complex applications.Work effectively withcolleagues to ensure timelyand positive outcomes.
In addition:11Detailed guidancenotes for institutions:• Advice• Criteria and explanations• FormsAccreditor training andguidance:• Advice• Criteria and protocols• Forms
Provision is designed and implemented in away that:• enables participants to engage with, and bejudged against, dimensions of the UKPSF;• ensures judgments leading to professionalrecognition are equitable, transparent androbust;• includes support and training for thosemaking such judgments.Explicit alignment12
13A diversity of approaches:Sector Trends13From formally taught:• Credit-bearing individualmodules/ programmes at D1• PGCerts at D2 for new lecturers,some with embedded D1opportunitiesTo include the informally „caught‟:- Accelerated progression onPGCert- Routes to recognition for moreexperienced staff- Practice-based evidence ofeffectiveness- CPD schemes that integrate andcohere elements of provision
Integrated• in processes• in practiceWell understood• by applicants• by those making thejudgements• by senior managerseverywhere it operatesExternalityFeatures of Good CPD Schemes14
15Perceived Benefits15Wider reach• PGCerts limited in scope• needs of more experiencedstaff addressed in moreappropriate ways• CPD enabled and expectedRecognition• of development of skills,understanding, knowledgeand effectivenessReward• for engaging in widerdevelopmental practicesand strategic enhancementProgression• beyond induction andprobation
16Northern GroupSheffield HallamEdinburghDurhamWest ScotlandSalfordSouthern GroupExeterSouthamptonFalmouthBedfordArts University BournemouthHEA CPD Initiative 2010 - 201116AccreditedIn systemWork in progressDormant
17HEA CPD Initiative 2011 - 201217Northern GroupGlasgow CaledonianYork St JohnUlsterLIPA/Rose BrufordMidland GroupAstonNottingham TrentStaffordshireWorcesterSouthern GroupEssexUniversity of West LondonCanterbury Christ ChurchOpen UniversityAccreditedIn systemWork in progressDormant
1818Accredited CPD Schemes18Descriptors 1 to 4AstonBradfordGlasgow CaledonianRobert GordonCardiff MetropolitanEast LondonEssexExeterNottingham TrentOxford BrookesPlymouthSouthamptonStaffordshireWest LondonYork St John(15)Descriptors 1 to 3CumbriaCentral LancashireDerbyGlamorganLeeds MetropolitanLincolnSunderlandTeessideUCL(9)Descriptors 1 & 2ChesterGlyndwrGreenwichKentRoehamptonSheffield Hallam(6)