FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
Support for NQSWs & cont professional developmentIriss
This document discusses several initiatives to support newly qualified social workers (NQSWs) in Scotland, including:
1) Pilot programs in several local authorities to provide NQSWs with protected time, supervision, learning opportunities, and formative and summative assessments over their first year of practice.
2) The development of benchmark standards and indicators for NQSWs focused on ethical practice, vulnerability, complexity, learning, and wellbeing.
3) Connections between the NQSW pilot programs, the Professional Recognition and Regulation framework, and a proposed new post-qualifying framework to support continuous learning and development for social workers.
Academic Entrepreneurship at UCY,
by Mr. Christis Christoforou, MBA principal for accelyservices.
The results and the methodoloty of an extensive survey that were conducted at the university of Cyprus will be presented.
This document discusses continuous professional development (CPD) for academics. It notes that CPD does not need to be formal and can include informal, practice-based activities. The document outlines different types of CPD such as reactive, self-driven, and proactive CPD. It also discusses challenges of CPD including time, workload, and rapid changes. The document proposes a flexible CPD model called FLEX that allows academics to choose various CPD activities and receive credits that can contribute to professional recognition from the Higher Education Academy. Academics document their selected CPD activities and reflections in an academic portfolio.
This document discusses frameworks for measuring the quality of university staff teaching, specifically the UK Professional Standards Framework (UKPSF). It provides an overview of the UKPSF, including its aims to support professional development, foster innovation in teaching, and demonstrate professionalism. Both benefits and challenges of the UKPSF are mentioned, such as recognizing teaching expertise but also potential compliance issues. Reflections from faculty acknowledge value in having their teaching recognized officially, while others note tensions between teaching and research expectations.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves workshops, engaging in professional development activities, peer observation, and submitting an application documenting one's practice and impact. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels. The scheme aims to recognize existing work and support continued improvement, with evaluation suggesting it is welcomed by staff. Future plans include continuing the pilot, mentoring involvement, and working towards all relevant staff gaining fellowship status.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves attending workshops, engaging in professional development activities, completing an application documenting one's practice mapped against the Framework dimensions, and obtaining references. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels depending on one's role and experience. The goal is to have all relevant staff accredited through the Higher Education Academy Fellowship by 2017-2018 through this evaluation and expansion of the scheme.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
Support for NQSWs & cont professional developmentIriss
This document discusses several initiatives to support newly qualified social workers (NQSWs) in Scotland, including:
1) Pilot programs in several local authorities to provide NQSWs with protected time, supervision, learning opportunities, and formative and summative assessments over their first year of practice.
2) The development of benchmark standards and indicators for NQSWs focused on ethical practice, vulnerability, complexity, learning, and wellbeing.
3) Connections between the NQSW pilot programs, the Professional Recognition and Regulation framework, and a proposed new post-qualifying framework to support continuous learning and development for social workers.
Academic Entrepreneurship at UCY,
by Mr. Christis Christoforou, MBA principal for accelyservices.
The results and the methodoloty of an extensive survey that were conducted at the university of Cyprus will be presented.
This document discusses continuous professional development (CPD) for academics. It notes that CPD does not need to be formal and can include informal, practice-based activities. The document outlines different types of CPD such as reactive, self-driven, and proactive CPD. It also discusses challenges of CPD including time, workload, and rapid changes. The document proposes a flexible CPD model called FLEX that allows academics to choose various CPD activities and receive credits that can contribute to professional recognition from the Higher Education Academy. Academics document their selected CPD activities and reflections in an academic portfolio.
This document discusses frameworks for measuring the quality of university staff teaching, specifically the UK Professional Standards Framework (UKPSF). It provides an overview of the UKPSF, including its aims to support professional development, foster innovation in teaching, and demonstrate professionalism. Both benefits and challenges of the UKPSF are mentioned, such as recognizing teaching expertise but also potential compliance issues. Reflections from faculty acknowledge value in having their teaching recognized officially, while others note tensions between teaching and research expectations.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves workshops, engaging in professional development activities, peer observation, and submitting an application documenting one's practice and impact. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels. The scheme aims to recognize existing work and support continued improvement, with evaluation suggesting it is welcomed by staff. Future plans include continuing the pilot, mentoring involvement, and working towards all relevant staff gaining fellowship status.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves attending workshops, engaging in professional development activities, completing an application documenting one's practice mapped against the Framework dimensions, and obtaining references. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels depending on one's role and experience. The goal is to have all relevant staff accredited through the Higher Education Academy Fellowship by 2017-2018 through this evaluation and expansion of the scheme.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
The document summarizes information about Middlesex University's Doctor of Education program. The EdD is a professional doctorate aimed at experienced education professionals, requiring the same intellectual rigor as a PhD but with an emphasis on applying research to professional practice. The program consists of coursework, 1-3 research projects, and a final thesis. It is part-time over 4 years with flexible online and face-to-face support. Concentration areas include leadership, e-learning, teaching and learning, and early years. The program is designed to build students' research capacity while respecting their professional expertise.
The document discusses career development benchmarks for tertiary education. It describes the development process for the Career Development Benchmarks-Tertiary in New Zealand, which involved establishing a working team, reviewing literature, field testing a draft, conducting surveys, and receiving peer review feedback. The benchmarks are intended as a self-review tool and guide to improve practice rather than evaluative standards. They focus on student engagement, employer/industry engagement, and organization engagement. The document also discusses using action research to develop a strategic career plan at one university, involving a career practitioner, two academics, meetings, and planning-action-reflection cycles to understand opportunities to maximize employer engagement and better integrate career services.
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath BothamChrissi Nerantzi
This document outlines a pilot project exploring the use of e-portfolios to demonstrate maintaining good standing for Higher Education Academy (HEA) Fellowship. The project involved 5 participants capturing their continuing professional development activities related to teaching in a Wordpress portfolio over 6 months. Participants provided peer support and feedback to each other through a "buddy system". The goal was to evaluate e-portfolios as a potential mechanism for fellows to evidence ongoing engagement with professional standards and development activities to maintain their fellowship status.
The document provides guidance for assessors reviewing applications for Associate Fellowship and Fellowship through the Swansea Application Route. It outlines the purpose of the training, an overview of the Inspiring Teaching at Swansea program and pathways to Fellowship. It also discusses expectations for applications at D1/D2 and D3 levels, strengths and weaknesses in applications, and how to evaluate teaching practice and evidence for recognition.
The document outlines the criteria and indicators used for institutional accreditation evaluations. It discusses 8 criteria for evaluation including governance and management, teaching and learning, faculty, research, extension activities, student support, resource management, and financial management. Under each criterion, it lists several indicators that evaluators assess such as curriculum alignment with mission/goals, faculty qualifications, research outputs, community engagement activities, student services, physical and learning resources, budgeting processes, and income generation. The purpose is to provide a framework for conducting comprehensive evaluations of universities and colleges seeking accreditation.
Esu and scl emma di iorio, helsinki 28 october 2010SYL
The document discusses student-centered learning (SCL) and the T4SCL project. It notes that SCL has become increasingly prominent in European higher education. The project aims to clarify and deepen understanding of SCL, increase capacity for its implementation, and develop SCL policy. Through research, a toolkit, and training, the project will contribute to discussions on effective SCL approaches and strategies. National case studies provide examples of challenges and promising practices in facilitating SCL.
The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
The document discusses the UK Professional Standards Framework (UKPSF), which describes roles in teaching and learning support in higher education. It outlines the UKPSF's dimensions of practice, including areas of activity, core knowledge, and professional values. It then describes Changemaking @ Northampton (C@N-DO), a framework that was developed in response to the UKPSF and aims to provide flexible professional development and assessment opportunities for staff. C@N-DO workshops and assessments are underpinned by the UKPSF dimensions. The document provides an example of a staff member completing a UKPSF self-audit to evaluate their strengths and experience across the dimensions.
The document summarizes a research restructure at Edinburgh Napier University undertaken to support the university's strategic goals of growing its research profile and reputation. A wide consultation was conducted and recommendations were made to consolidate research support functions into a new Directorate of Research and Innovation. Key steps included appointing academic leadership, establishing a Research and Innovation Office, and creating a Research 'College'. The restructure process incorporated regular communications, demonstrated the university's values, and aimed to develop the new research team.
The document describes the education fellowship scheme at WSU. There are four levels of fellowship with increasing requirements.
Associate fellowship requires a 1,400 word application demonstrating engagement in two areas of teaching practice. Fellowship requires a 3,000 word application demonstrating engagement across all five areas of teaching practice.
Senior fellowship requires a 6,000 word application including two case studies and evidence of leadership. Principal fellowship suggests a 7,000 word application addressing educational impact, reflective practice, and advocate statements.
The scheme is aligned with the UK Professional Standards Framework involving areas of teaching activity, core knowledge, professional values, and descriptors for each fellowship level. Applications must provide evidence of teaching quality and continuing professional development.
Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
The document summarizes discussions from Working Group 3 of the ISCN 2015 conference. Key points discussed include:
1. Using university campuses as "living laboratories" to strategically align research, teaching, operations, and community outreach around sustainability themes and projects.
2. The need for universities to collaborate more with external stakeholders and consider longer time frames, as sustainable change and relationship-building takes years.
3. Fostering integration between academics and facility operations through tools like environmental management systems and job descriptions, and regular events to identify shared themes.
4. Engaging hearts, minds and hands to drive behavioral change through coherence with organizational culture and campus environment.
Learning In An Open World Vision Statement 25 Novgrainne
This document outlines a research program exploring the implications of an increasingly open learning environment. The program will examine openness in design, delivery, evaluation, and research of education. It will define openness in each context and consider issues like sharing the design process, adopting open delivery models, using learner data for evaluation, and capitalizing on open access research. The goals are to better understand open educational resources, foster communities around teaching ideas, and ensure learning leverages the latest research. Benefits include increased sharing, transparency, and reputation for leading open education. The roadmap details activities to develop the vision, theoretical frameworks, partnerships, and case studies evaluating outputs. Resources will focus on external funding but also internal support to ensure strategic alignment
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
A broader view of undergraduate research opportunity programmes: collaborativ...Simon Haslett
Presentation by Dr Nathan Roberts and Dr Ian Mossman (Cardiff University) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
AC23 - SFC Kay Guccione and Charlotte Matheson.pdfUKCGE
The Scottish Funding Council (SFC) convened an advisory group to provide recommendations on supporting postgraduate researchers in Scotland. The advisory group discussed several key issues, including how the Research Postgraduate Grant is currently used, developing principles for its accountability, and gathering evidence on equality, diversity and inclusion for postgraduate students. The group aims to enhance collaboration across universities and provide a value-added model for accountability that reduces workload. It will continue meeting through early 2024 to inform SFC's approach to supporting postgraduate researchers.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
The document summarizes information about Middlesex University's Doctor of Education program. The EdD is a professional doctorate aimed at experienced education professionals, requiring the same intellectual rigor as a PhD but with an emphasis on applying research to professional practice. The program consists of coursework, 1-3 research projects, and a final thesis. It is part-time over 4 years with flexible online and face-to-face support. Concentration areas include leadership, e-learning, teaching and learning, and early years. The program is designed to build students' research capacity while respecting their professional expertise.
The document discusses career development benchmarks for tertiary education. It describes the development process for the Career Development Benchmarks-Tertiary in New Zealand, which involved establishing a working team, reviewing literature, field testing a draft, conducting surveys, and receiving peer review feedback. The benchmarks are intended as a self-review tool and guide to improve practice rather than evaluative standards. They focus on student engagement, employer/industry engagement, and organization engagement. The document also discusses using action research to develop a strategic career plan at one university, involving a career practitioner, two academics, meetings, and planning-action-reflection cycles to understand opportunities to maximize employer engagement and better integrate career services.
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath BothamChrissi Nerantzi
This document outlines a pilot project exploring the use of e-portfolios to demonstrate maintaining good standing for Higher Education Academy (HEA) Fellowship. The project involved 5 participants capturing their continuing professional development activities related to teaching in a Wordpress portfolio over 6 months. Participants provided peer support and feedback to each other through a "buddy system". The goal was to evaluate e-portfolios as a potential mechanism for fellows to evidence ongoing engagement with professional standards and development activities to maintain their fellowship status.
The document provides guidance for assessors reviewing applications for Associate Fellowship and Fellowship through the Swansea Application Route. It outlines the purpose of the training, an overview of the Inspiring Teaching at Swansea program and pathways to Fellowship. It also discusses expectations for applications at D1/D2 and D3 levels, strengths and weaknesses in applications, and how to evaluate teaching practice and evidence for recognition.
The document outlines the criteria and indicators used for institutional accreditation evaluations. It discusses 8 criteria for evaluation including governance and management, teaching and learning, faculty, research, extension activities, student support, resource management, and financial management. Under each criterion, it lists several indicators that evaluators assess such as curriculum alignment with mission/goals, faculty qualifications, research outputs, community engagement activities, student services, physical and learning resources, budgeting processes, and income generation. The purpose is to provide a framework for conducting comprehensive evaluations of universities and colleges seeking accreditation.
Esu and scl emma di iorio, helsinki 28 october 2010SYL
The document discusses student-centered learning (SCL) and the T4SCL project. It notes that SCL has become increasingly prominent in European higher education. The project aims to clarify and deepen understanding of SCL, increase capacity for its implementation, and develop SCL policy. Through research, a toolkit, and training, the project will contribute to discussions on effective SCL approaches and strategies. National case studies provide examples of challenges and promising practices in facilitating SCL.
The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
The document discusses the UK Professional Standards Framework (UKPSF), which describes roles in teaching and learning support in higher education. It outlines the UKPSF's dimensions of practice, including areas of activity, core knowledge, and professional values. It then describes Changemaking @ Northampton (C@N-DO), a framework that was developed in response to the UKPSF and aims to provide flexible professional development and assessment opportunities for staff. C@N-DO workshops and assessments are underpinned by the UKPSF dimensions. The document provides an example of a staff member completing a UKPSF self-audit to evaluate their strengths and experience across the dimensions.
The document summarizes a research restructure at Edinburgh Napier University undertaken to support the university's strategic goals of growing its research profile and reputation. A wide consultation was conducted and recommendations were made to consolidate research support functions into a new Directorate of Research and Innovation. Key steps included appointing academic leadership, establishing a Research and Innovation Office, and creating a Research 'College'. The restructure process incorporated regular communications, demonstrated the university's values, and aimed to develop the new research team.
The document describes the education fellowship scheme at WSU. There are four levels of fellowship with increasing requirements.
Associate fellowship requires a 1,400 word application demonstrating engagement in two areas of teaching practice. Fellowship requires a 3,000 word application demonstrating engagement across all five areas of teaching practice.
Senior fellowship requires a 6,000 word application including two case studies and evidence of leadership. Principal fellowship suggests a 7,000 word application addressing educational impact, reflective practice, and advocate statements.
The scheme is aligned with the UK Professional Standards Framework involving areas of teaching activity, core knowledge, professional values, and descriptors for each fellowship level. Applications must provide evidence of teaching quality and continuing professional development.
Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
The document summarizes discussions from Working Group 3 of the ISCN 2015 conference. Key points discussed include:
1. Using university campuses as "living laboratories" to strategically align research, teaching, operations, and community outreach around sustainability themes and projects.
2. The need for universities to collaborate more with external stakeholders and consider longer time frames, as sustainable change and relationship-building takes years.
3. Fostering integration between academics and facility operations through tools like environmental management systems and job descriptions, and regular events to identify shared themes.
4. Engaging hearts, minds and hands to drive behavioral change through coherence with organizational culture and campus environment.
Learning In An Open World Vision Statement 25 Novgrainne
This document outlines a research program exploring the implications of an increasingly open learning environment. The program will examine openness in design, delivery, evaluation, and research of education. It will define openness in each context and consider issues like sharing the design process, adopting open delivery models, using learner data for evaluation, and capitalizing on open access research. The goals are to better understand open educational resources, foster communities around teaching ideas, and ensure learning leverages the latest research. Benefits include increased sharing, transparency, and reputation for leading open education. The roadmap details activities to develop the vision, theoretical frameworks, partnerships, and case studies evaluating outputs. Resources will focus on external funding but also internal support to ensure strategic alignment
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
A broader view of undergraduate research opportunity programmes: collaborativ...Simon Haslett
Presentation by Dr Nathan Roberts and Dr Ian Mossman (Cardiff University) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
AC23 - SFC Kay Guccione and Charlotte Matheson.pdfUKCGE
The Scottish Funding Council (SFC) convened an advisory group to provide recommendations on supporting postgraduate researchers in Scotland. The advisory group discussed several key issues, including how the Research Postgraduate Grant is currently used, developing principles for its accountability, and gathering evidence on equality, diversity and inclusion for postgraduate students. The group aims to enhance collaboration across universities and provide a value-added model for accountability that reduces workload. It will continue meeting through early 2024 to inform SFC's approach to supporting postgraduate researchers.
A New Curriculum: The Impact of Professional Doctorates in Health, Social...UKCGE
This document summarizes a study examining the impact of professional doctorates in health, social work, and allied professions. The study consisted of three phases: a scoping literature review, an online survey of 33 participants, and interviews with 20 survey volunteers. Key findings included substantial personal and professional impacts like increased critical thinking and career advancement opportunities. However, organizational support varied and some faced "professional jealousy." The conclusion discusses ensuring sustainability of these programs by promoting benefits to managers, developing curricula around organizational change, and addressing internal challenges to professional doctorates' value.
This document discusses issues around doctoral education and career pathways for doctoral students. It suggests that regulation is needed to ensure quality and accountability in doctoral programs. Metrics should be collected to measure outcomes and improvements. Universities should only offer doctorates that are externally funded or viable for external funding to avoid an oversupply. Research councils and universities should work together to develop clear pathways for top doctoral students to continue in academic careers beyond their PhD. The goal should be to demonstrate good outcomes from doctoral programs while narrowing opportunities to the most promising students.
Student experiences of the closed-door PhD and Doctorate level viva voce: a...UKCGE
The document summarizes research on student experiences with closed-door PhD vivas. It finds that while many students have positive experiences, there is considerable variation in experiences. Some key themes identified include the emotional impact on students, issues with power dynamics and examiner conduct, and concerns about fairness. To address these issues, the research calls for quality assurance measures by institutions like enhanced examiner training, expanded grounds for student appeals, and monitoring of vivas to improve reliability, transparency and fairness. The goal is to ensure all students have a formal examination process free of injustice or unkindness.
Industry partnerships and doctoral employability – the case of the CDT in Fo...UKCGE
The document discusses the CDT in Formulation Engineering at the University of Birmingham. It summarizes the history and evolution of the CDT since 2001, its focus on training doctoral students through industry partnerships. The CDT provides a 4-year fully funded program where students spend 75% of their time working on projects with industrial partners. It highlights the quality of research, co-creation with industry, and excellent employability outcomes with over 96% of graduates obtaining positions in formulation industries. Industry partners praise the CDT for developing highly skilled graduates essential for their businesses.
Doctoral graduates' experiences of PhD engagement and outcomesUKCGE
This study examined doctoral graduates' experiences of PhD engagement and outcomes through phenomenological interviews with 9 graduates 1-6 years out from various disciplines and careers. Key findings included: (1) Career stage, support networks, and PhD experiences strongly influenced outcomes; (2) Motivations, expectations, and decision-making impacted engagement and satisfaction; (3) Outcomes ranged from enhanced careers to barriers due to lack of recognition. A PhD engagement-fit framework revealed experiences and environmental factors shaped engagement and outcomes over time.
The future of the doctorate in Australia: Shifting sands with demandsUKCGE
The summary discusses:
1) The future of doctoral study in Australia faces shifting demands, with calls for increased industry engagement, affordability, and career readiness of PhD graduates.
2) The federal government is driving transformation, including industry PhD programs that offer higher stipends, incentives for academic-industry collaboration, and recommendations to reform PhD structures and increase pathways between sectors.
3) Early adopters are implementing changes like entrepreneurship training, industry placements, and interdisciplinary professional development to better prepare graduates for diverse careers.
Is the examination for a doctoral degree fit for purpose?UKCGE
The document discusses whether the current structure and assessment of doctoral degrees is fit for purpose. It questions what the true purpose of doctoral degrees is from different stakeholder perspectives, such as universities, supervisors, students, and government. It also analyzes what skills doctoral degrees are meant to demonstrate according to the QAA descriptor, such as independent research, critical thinking, and communication skills. Finally, it considers ways the doctoral degree assessment could be improved, such as incorporating a reflective portfolio, scenario-based assessments, or records of teaching experiences.
Navigating the Evolving Landscape of the DBA: Insights from a New Kid on the ...UKCGE
The document summarizes a presentation on the evolving landscape of Doctor of Business Administration (DBA) programs. It discusses the increasing demand for doctoral education, new models emerging like the DBA, and the experience of launching a new DBA program at Atlantic Technological University. The DBA program aims to encourage "researching professionals" through a blended, cohort-based structure. Benefits are seen for individuals, organizations, universities, and society through knowledge outputs and addressing complex problems. Challenges include financial viability, attracting qualified faculty and candidates, and differentiating programs in a competitive landscape. The future of DBAs is predicted to emphasize practical impact through stronger industry collaboration and customization.
All in This Together: Developing Doctoral Experience through Community-Buil...UKCGE
The document describes a community-building scholarship program run by the University Graduate School at the University of Birmingham. It provides case studies of the benefits of foregrounding community for doctoral students. Through the scholarships, 10 PhD students per year are given £2,500 to spend half a day per week enhancing the postgraduate community through peer-led events. This supports student success, belonging, soft skills development and inclusivity. Feedback showed the events helped students feel less isolated and nervous. The program provides valuable experience for students but requires staff time and consistency can be challenging.
Doctoral Degrees in Canada – Challenges, Opportunities and New DirectionsUKCGE
Jeff Casello
Associate Vice-President, Graduate Studies
and Postdoctoral Affairs
UK Council on Graduate Education
Doctoral Outcomes: Evolution, Evaluation
and Experiences
The final examination of the UK PhD: fit for purpose?UKCGE
The document discusses the evolution of PhD programs in the UK and the attributes and skills examiners look for in PhD candidates. It notes that the purpose and training of PhD programs have changed significantly over recent decades to focus more on preparing graduates for careers beyond academia. Examiners currently seek attributes like original contribution to knowledge, publishability, research competence, and intellectual rigor. The document proposes ideas for better aligning final examinations with doctoral outcomes, such as having examiners comment explicitly on research, professional, and personal attributes demonstrated by candidates. It acknowledges tensions between maintaining academic integrity while ensuring PhDs prepare graduates for varied careers.
Challenges in Developing a Doctoral Training Centre for Industry CollaborationUKCGE
The document summarizes a Doctoral Training Centre established in 2022 at a university to provide industry-aligned PhD training. It has 42 PhD students across various disciplines conducting research with industrial partners. The training program aims to develop industry skills and foster collaboration. Some challenges include developing training that complements university programs and provides added value to students, with a focus on skills like project management, communication, and careers. Example student projects involve healthcare, climate change, and autonomous transportation. The center models industry collaboration through joint supervision, regular meetings, data access, and key decision involvement.
Upgrading Doctoral Training and PGR Careers: Lessons from Social Sciences, ...UKCGE
This document outlines upgrades to doctoral training and career support at the University of Sheffield's Faculty of Social Sciences. It discusses the implementation of a new Doctoral Development Programme including enhanced research methods training and new core skills sessions. A mandatory training module was also introduced for new PhD students. Regarding careers, the faculty developed a new vision and strategy to offer career preparation and guidance. This includes showcasing student success, increasing placement opportunities through a new framework, and addressing equity issues in opportunities. Challenges and recommendations are provided around training capacity and ensuring support adds value for all students.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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AC23 - jennie golding.pdf
1. UKCGE Conference 2023
Sustainable, affordable
and collaborative
approaches to experienced
doctoral supervisor
development
Jennie Golding, UCL IOE
2. Background
• Postgraduate research supervision is under-valued, under-provisioned and under-developed in many
HEIs globally (Taylor et al., 2021). Timely doctoral completion rates are low in the UK, and in many
other jurisdictions
There is a tension in the core aim of doctoral work:
• Traditional nurture of embryonic researchers fit to contribute to the curation and development of
an academic field vs.
• A scientific-technical postgraduate education that serves wider purposes of market economies (new
industry/university partnerships and a perceived need for specialist human capital to build advanced
knowledge economies)?
Doctoral supervision takes place against a background of contextual, political, economic and cultural
affordances and constraints but in a global higher education system.
• UKGCE has recently introduced accreditation of experienced doctoral supervisors in an effort to
support deliberate systematic and scholarly reflection on, and valuing of, a wide range of aspects of
doctoral supervision.
3. Our response: collaborative doctoral supervision
workshops
• Within UCL IOE, since 2021 we are adopting a design research approach to a series of six (core)
online collaborative workshops that support such activity and accreditation.
• Aims are to support sustainable and affordable deliberate and academically informed reflection on
related issues, via the establishment of a genuine ‘professional learning community’ (Vescio, Ross
& Adams, 2015). Transference to practice is supported by approaches adapted from Timor-
Schlevin et al. (2022).
• The involvement of two external ‘critical friends’ from Egypt and the University of Johannesburg
has underlined the global accessibility of such approaches and catalysed the instigation of a similar
locally-informed work in southern Africa (South Africa, Namibia, Zambia) – SAUSC -, and in parallel,
a comparative element to the research: SAUSC
4. The research
• RQ1: How can workshops be designed so as to support supervisor development in
affordable and sustainable ways that also enhance mutual collaboration and learning
across the contexts concerned?
• RQ2 (for SAUSC): How do contextual affordances and constraints across the four
universities involved, inform academics’ supervision practices, and their reflections on,
and learning about, doctoral supervision in and through such workshops?
• Data collection: workshop recordings, participant end of intervention survey, interviews with key
personnel probing workshop experiences and learning
• Focused initially around structure, people organisation, reported practices and content, but
comparative interview elements around Halse & Malfroy’s (2010) dimensions of supervision (the
learning alliance, habits of mind, scholarly expertise, technê and contextual expertise), as well as
Bruce & Stoodley’s (2013) categories of supervision-as-teaching (promoting the supervisor's
development, imparting academic expertise, upholding academic standards, promoting learning
to research, drawing upon student expertise, enabling student development, venturing into
unexplored territory, forming productive communities, and contributing to society).
• Analysis: reflexive thematic within the above themes
5. Workshop
structure
Please volunteer for an area that is of particular interest or use to you, and use that half hour
to lead group engagement and reflection focused around both experience and some relevant
literature. Feel free to be fairly ‘straight’ or to use whatever approach you think might be
stimulating for the group. Thank you!
Note that eventual reflective accounts are required to be ‘personal, recent, analytical,
example-based, scholarly and systematic’.
UKGCE 1
Introduction, overview and developing ethical researchers
Recruitment and selection
UKGCE 2
Supervisory relationships with candidates
Supervisory relationships with co-supervisors
UKGCE 3
Supporting candidates’ research projects
Encouraging candidates to write and giving appropriate feedback
UKGCE 4
Keeping the research on track and monitoring progress
Supporting candidates’ personal, professional and career development
UKGCE 5
Supporting candidates through completion and final examination
Supporting candidates to disseminate their research
UKGCE 6
Reflecting upon and enhancing practice
Final steps for submission
6. Participant response to 1st iteration ‘in’ UCL
• The best professional development I’ve had in 17 years at IOE: challenging, refreshing, reconstructive of
both thinking and practice
• It has been transformative to approach supervision with a parallel academic and professional lens
• A wonderfully supportive, stimulating and humbling experience that is already impacting my supervision
practice
• I feel privileged to have had access to so much wisdom and experience: my thinking about doctoral
supervision has deepened and grown, and my practice is both renewed and developing further
But
• Time for small group discussion of a stimulus question or case study is the jewel and shouldn’t be rushed
• I should have been more disciplined about making notes on my learning as I went
• Not all initial applications for recognition were successful
7. 2nd iteration ‘in’ southern Africa
• Introduction of an induction session to explain workshops but also lay out basics of the four
national/university doctoral supervision contexts, as a foundation for mutual understanding
• Stronger steer on centrality of small group discussion and limited number of slides
• Stronger steer on making notes of reflections and experiences during and after sessions, to
support both depth of writing and manageability of reflective account
• Active listening to, and probing for, contextual or cultural affordances and constraints on
supervision practice: most students working in a second/third/… language; institutional incentives
for timely completion; early academic foundations often insecure; insufficient supply of
experienced supervisors; range of doctoral assessment systems…..
• Formal opt-in structure for ‘educative’ peer assessment of draft reflective account, so as to
support greater formal recognition
• UKCGE fees funded by UCL International
• Successful participation by, and recognition for, academic colleagues well beyond the field of
Education
8. SAUSC (Southern Africa – UCL supervision collaboration)
• Complementary activities include development of an annotated bibliography of sub-Saharan
literature (in preparation) focused on postgraduate research supervision, which is at present
under-recognised and under-valued in the global field,
• And a book ‘Doctoral supervision in southern Africa: from theory to practice’, to be published by
Springer in Autumn 2023.
• In the words of the SAUSC book reviewers….
• The model from the workshop will be of interest to all institutions that train their supervisors. This has global
appeal, particularly if it is pitched towards a CPD audience – it will reach out to international higher
education staff and researchers, and those involved in international research partnerships (R1)
• The framework that is the basis of this book provides an excellent example of how institutions (via
researcher/educational/staff developers) can improve the professionalism of their doctoral supervisors. (R2)
9. 3rd iteration ‘in’ IOE
• Oct 2022-March 2023: ten IOE academics
• Introduction of peer assessment, drawing on enhanced UKCGE resources. Possibly less
commitment: need to take care with promotion/sign-up.
10. 4th iteration ‘in’ sub-Saharan Africa
• Autumn 2023-Spring 2024: two series of workshops led by southern African colleagues holding
UKCGE recognition, with support from JG and LK. Fees funded by UCL GEF.
• Targeting five further colleagues from each of UJ, UNAM and UNZA, plus five each from U of
Malawi, Botho U, Botswana, and UDS, Tanzania. These last are less technologically well-equipped,
so further adaptations, e.g. to meeting platform, might be necessary.
• Summer 2024: On the basis of accumulated evidence, seek funding to establish an Africa-specific
supervisor recognition scheme.
11. Challenges with achieving UKCGE recognition
• Some UCL experienced and successful supervisors assumed the application was a formality, and
needed to re-submit with a more carefully-crafted account
• Some southern African colleagues, even after participating in the peer review process, found it
difficult to be genuinely reflective about their practice, and constructively critical about the
norms with which they work, so were not able to follow initial feedback on draft applications
and needed a resubmission to achieve that deeper reflection. That is symptomatic of cultural
norms in the universities concerned, so that accreditation represents a very significant
achievement for many of these colleagues. Further such workshops in SSA will need very careful
attention to building up the notion of active reflection on practice.
• More generally, I personally perceive some quite variable, and sometimes idiosyncratic,
expectations revealed in the feedback after application: I suggest that needs careful monitoring.
12. In summary…
• Our evidence suggests short-term benefit is in two phases: directly via collaborative workshop
engagement with the supervision literature in relation to participants’ shared and analysed
experiences of supervision, and then via application of that to practice, captured in semi-
structured scholarly reflective accounts on development of practice in submission for
accreditation.
• Expansion of workshops to low-resource supervision contexts and also across academic
disciplines, suggests the approach is sustainable, transferable, affordable, and richly beneficial to
participants, doctoral students and wider doctoral communities.
• The structure and facilitation of such workshops, are not rocket science, but a confident and
UKCGE-knowledgeable facilitator helps. Given the UKCGE resources and structure of the
recognition process, the approach should be transferable to other contexts with only moderate
effort.