The Scholarship and Research Audit
Development Tool (PART 1)
Final Version
“Scholarship is fundamental to enabling knowledge generation, skills
development and continual professional development within the
knowledge economy” (Beard et al 2010)
“Leadership in Learning; Excellence at Work”
“Blackpool and The Fylde College serves individuals, communities and
employers by providing excellent learning opportunities that enhance social
development and contribute to economic success. Our college transforms
lives by inspiring learners to achieve their potential in a supportive learning
environment.”
(Blackpool and The Fylde College, Mission Statement 2010)
“The knowledge economy requires significant changes in our approach to
the delivery of higher education; the development of higher level skills; and
the creation and deployment of knowledge….Consequently the quality of
the learner experience will be dependent on the lecturer acting as a mentor
and fellow scholar in the process of knowledge acquisition and generation”.
(Beard et al 2010)
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CONTENTS
1: SARAD Forward .......................................................................................................................................... 4
2: SARAD part 1.............................................................................................................................................. 5
2.1: Using part 1 of the SARAD Tool .......................................................................................................... 5
2.2: Changing the academic profile of HE in FE lecturers .......................................................................... 5
2.3: Identifying the skills and knowledge gaps .......................................................................................... 5
2.4: Career Planning .................................................................................................................................. 6
2.5 Scholarship and Foundation Degree Awarding Powers ....................................................................... 6
3. A Framework for Scholarship and Research ............................................................................................... 7
3.1
Areas of Scholarly Activity .......................................................................................................... 7
4. Reflecting on and Recording Your Scholarship ........................................................................................... 8
4.1 Scholarly Reading ................................................................................................................................ 8
4.2 Attending Conferences/Exhibitions/Professional events .................................................................... 9
4.3
Participating in Conference/Exhibition/Professional events .................................................... 10
4.4
Peer Review Activities .............................................................................................................. 11
4.5
Scholarly Writing ...................................................................................................................... 12
4.6
Industry Consultancy and Employer Engagement .................................................................... 13
4.7
Action Research........................................................................................................................ 14
4.8
Evaluation and Reflection ......................................................................................................... 15
4.9
Recording Your Scholarly Activity ............................................................................................. 16
4.10
References................................................................................................................................ 16
4.11
The Audit Tool .......................................................................................................................... 17
3: Help and Support ..................................................................................................................................... 17
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1: SARAD FORWARD
The SARAD tool was developed at Blackpool and The Fylde College in collaboration
with project consultants ABC Consulting, with support from HEFCE.
The tool and supporting materials have been designed to:
a) Audit and quantify scholarship.
b) Prepare evidence based individual, school and College scholarship profiles.
c) Facilitate academic staff to engage in reflective activity that enables them to
identify their scholarship development needs and thus inform institutional
strategy and operations, in terms of providing scholarship and research
development support.
d) Enable academic staff to identify and rationalise their current professional
profile in terms of the UK Professional Standards Framework.
e) Support individual application to the Higher Education Academy for
professional recognition and individual membership (associate and fellow).
The purpose of the SARAD Tool is to support professional development, scholarship
and the development of national professional teaching through engagement with the
UK Professional Standards Framework (UKPSF)
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2: SARAD PART 1
2.1: USING PART 1 OF THE SARAD TOOL
Part 1 of the tool has been designed to provide an introduction to scholarship and
research as relevant to vocational higher education. The tool provides a scholarly
framework that enables lecturers to identify their activities and identify areas for
development.
2.2: CHANGING THE ACADEMIC PROFILE OF HE IN FE LECTURERS
The profile of academic staff in FE Colleges has traditionally been distinctly different
to that of the traditional academic faculty in a university.
Historically most college lecturers have been recruited from skilled trade and
professional backgrounds, having current and relevant expertise in industry. For
many HE in FE lecturers, experience in higher education may be limited to their initial
teacher training. So perhaps for some, the notion of subject or discipline- based
scholarship is quite new.
The SARAD tool helps to identify and support the development of essential
scholarship to ensure subject expertise and currency, which are vital to economic
development.
2.3: IDENTIFYING THE SKILLS AND KN OWLEDGE GAPS
One of the many challenges that face HE in FE lecturers is that of supporting students
to become independent learners and thinkers with the capability to undertake
analysis and critical evaluation. In order to do this effectively, lecturers themselves
must develop a deep understanding of their subject area and an enquiring approach
to their own practice.
This tool has been designed to help HE in FE lecturers firstly; to identify their current
academic profile, acquiring an accurate understanding of their current expertise,
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strengths, weaknesses; and secondly to identify their own skills and knowledge gaps
in terms of scholarship and academic practice.
2.4: CAREER PLANNING
Engaging with SARAD tool will help you to identify where you are in terms of your
career development. The ethos of the SARAD tool is principally aspirational and
motivational as you are encouraged to identify your academic and career oriented
goals. The SARAD tool has been specifically developed to help you to reflect on your
current practice. Part 2 of the tool helps you to map your current practice against the
UK Professional Standards Framework for Teaching in Higher Education. This will help
you to prepare a Higher Education Academy Fellowship application (Fellowship
status is often required of staff teaching in UK Universities).
2.5 SCHOLARSHIP AND FOUNDATION DEGREE AWARDING POWERS
The DIUS (2008) Guidelines clearly state that;
Applicant organisations are required to “provide evidence that all teaching staff
engaged with the delivery of its higher education programmes have relevant:

Academic and/or professional expertise;

Engagement with the pedagogic development of their discipline (through,
for example, membership of subject associations, learned societies and
professional bodies);

Knowledge and understanding of current scholarly developments in their
discipline area and at a level appropriate to a Foundation Degree and that
such knowledge and understanding directly inform and enhance their
teaching; and

Staff development and appraisal opportunities aimed at enabling them to
develop and enhance their professional competence and scholarship.”
Staff with key programme management responsibilities (for example, programme
leaders and assessment coordinators) also need to provide evidence that they have
relevant:

Experience of curriculum development and assessment design; and
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
Engagement with the activities of providers of higher education in other
organisations (through, for example, involvement as external examiners,
validation panel members, or external reviewers).”
3. A FRAMEWORK FOR SCHO LARSHIP AND RESEARCH
Much of the good practice in HE in FE, remains lost and uncelebrated due to the fact
that very few lecturers have either the time or incentive to stop and reflect on what
it is that they do well, and how they can communicate that to fellow professionals.
The SARAD tool has been designed to support reflection; providing a logical
framework upon which to build a profile of academic practice.
The definitions of scholarship provided in this tool have been derived by means of a
comprehensive literature review and field research conducted at Blackpool and The
Fylde College over a three year period (Beard et al 2010).
For a copy of this paper contact TQEF@blackpool.ac.uk.
3.1 AREAS OF SCHOLARLY ACTIVITY

Scholarly Reading.

Attendance at relevant exhibitions, conference or professional
events.

Organising or speaking at exhibition, conference or professional
events.

Peer Review Activities.

Scholarly Writing.

Industry Consultancy and Employer Engagement.

Action Research

Evaluation and Reflection
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4. REFLECTING ON AND RECORDING YOUR SCHOLARSHIP
4.1 SCHOLARLY READING
The informed academic needs to engage with appropriately peer reviewed literature
in their subject field to inform both teaching and practice. Scholarly reading “is an
essential higher level skill that enables the collation and synthesis of knowledge
that can be used to reliably inform practice”(Beard et al 2010). It is a pre-requisite
and starting point for all other forms of scholarship. For the purpose of this audit
‘scholarly reading’ is defined as extensive rather than limited reading (going beyond
the consideration of widely accepted texts). The production of book reviews,
annotated bibliographies and a review of existing research are also considered in this
category.
To further develop your critical reading skills complete the CLE Module: Scholarly
Reading. For more information contact TQEF@blackpool.ac.uk.
Scholarly
Reading
Have you engaged in continuous reading in a particular aspect of
your subject field or pedagogic practice during 2009/10?
Did your reading include extensive consideration of contemporary
text books, articles in peer reviewed journals (online and print)?
What was the subject area?Click here to enter text.
What types/ sources of information did you use? Click here to enter text.
What were the outcomes?Click here to enter text.
How has your reading:
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a) Informed/enhanced your teaching and learning?Click here to enter text.
b) Informed/enhanced your knowledge of the subject considered?
Click here to enter text.
4.2 ATTENDING CONFERENCES/EXHIBITIONS/PROFESSIONAL
EVENTS
Conferences, exhibitions and professional events present ideal opportunities for
lecturing staff to update their knowledge, expertise and ensure industry relevance in
the curriculum. The notion of scholarship is not purely in the action of attending
conference and exhibition events, but in the integration and application of the
encountered ‘new knowledge’ into teaching practice. In order for conference
attendance activity to be ‘scholarly’ the lecturer needs to be suitably familiar with
current thinking in the particular subject field (through reading and research) to
enable them to approach the conference from a position of expertise, therefore
taking a more critical review of any new developments.
To get more from conference and event attendance complete the CLE Module:
Scholarly Events. For more information contact TQEF@blackpool.ac.uk.
Conference
Attendance
Have you attended any conferences to update your knowledge in a
particular subject field during 2009/10?
What, when and where was the conference/ exhibition/professional event?
Click here to enter text.
What were the outcomes?
Click here to enter text.
How did you use this activity to enhance:
a)
Your teaching and learning skills?
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Click here to enter text.
b) Your subject knowledge and currency
Click here to enter text.
4.3 PARTICIPATING IN CONFERENCE/EXHIBITION/PROFESSIONAL
EVENTS
Full engagement in the community of practice represented at conference events and
the like, is only possible where lecturers are active in all dimensions of scholarship as
outlined by Trigwell et al (2000) (Informed, Reflective, Communication, and
Conceptual). From a position of expertise and scholarly engagement the lecturer is
able to take a critical review of any new developments in addition to contributing to
the body of knowledge through their own research and enquiry.
To get more involved in conference and event participation complete the CLE
Module: Presenting Your Research.
For more information contact TQEF@blackpool.ac.uk.
Conference
Participation
Have you presented a paper or delivered a poster presentation of
your work at a conference or has your work been exhibited or
performed during 2009/10?
What, when and where was the conference/exhibition/professional event?
Click here to enter text.
What was the theme of your paper/poster/exhibition?
Click here to enter text.
What were the outcomes?
Click here to enter text.
How did you use this activity to enhance:
a) Your teaching and learning skills?
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Click here to enter text.
b) Your subject knowledge?
Click here to enter text.
4.4 PEER REVIEW ACTIVITIES
Critical analysis and evaluation are at the heart of peer review. Generally speaking,
peer review takes place within scholarly communities of practice. These communities
of practice are generally made up of subject based scholars, or scholars of pedagogy.
Members of the scholarly community are active scholars engaging in all four
dimensions of scholarly practice as outlined by Beard et al (2001) which allows
appropriate engagement with the responsibility of peer evaluation. The process
requires an in depth understanding of professional, academic and appropriate
scientific principles. For the scholarship audit, the following should be considered as
peer review activities:






External examining (HE Courses)
Validation panel duties
Peer evaluation of HE Self Assessment Reports (SAR’s)
External Course Consultancy (HE Courses)
Editorial work
Peer review of material presented at conferences (posters/ papers)
To understand the role of the peer reviewer and to develop the skills of critical
review, undertake the CLE Module: Peer Review.
For more information contact TQEF@blackpool.ac.uk.
Peer
Review
Have you been involved in any of peer review activities during
2009/10?
What, when and where was the event?Click here to enter text.
What was your role?Click here to enter text.
What were the outcomes?Click here to enter text.
How has your participation enhanced a) Your teaching and learning skills?Click here
to enter text.
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b) Your skills of critical evaluation and reflection?Click here to enter text.
c) Your knowledge/ understanding of HE?Click here to enter text.
d) Your knowledge/ understanding of your subject area?Click here to enter text.
4.5 SCHOLARLY WRITING
In terms of scholarly hierarchy, original published work that is subject to peer review
could be deemed to be at the highest level of scholarly engagement, giving a clear
indication of scholarly maturity. For the purpose of the scholarship audit, a wide view
is taken regarding what constitutes publishing. For the purpose of audit, formal
publishing is deemed to be:











Publication in refereed journals
Publication in non refereed journals
Created work in the Media (Juried)
Created work in the Media (non Juried)
Published a Book Review
Published Chapters
Published Textbooks
Published Monographs
Published Technical Reports
Published Computer Software
Held Patents or Copyrights
If you would like to develop skills in academic writing and become involved in
publishing, undertake the CLE Module: Scholarly Writing.
For more information contact TQEF@blackpool.ac.uk.
Publishing
Have you published during 2009/10?
What and where?Click here to enter text.
What is/are the full reference/s for your text book/s?Click here to enter text.
What were the outcomes?Click here to enter text.
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How has your involvement in writing
a) Enhanced your teaching and learning skills?Click here to enter text.
b) Enhanced your subject knowledge?Click here to enter text.
4.6 INDUSTRY CONSULTANCY AND EMPLOYER ENGAGEMENT
In order for vocational higher education to be industrially relevant, employer
engagement or industry consultancy is essential. Therefore all academics involved in
the delivery of vocational HE should be engaged to some extent in the ‘scholarship of
integration and application’; applying knowledge, making connections across
disciplines, and where necessary formulating creative educational solutions to meet
the needs of business in problem identification and solution. Employer engagement
involves an active and open dialogue of collaboration and consultation.
If you would like to develop useful strategies for employer engagement, undertake
the CLE Module: Employer Engagement Strategies.
For more information contact TQEF@blackpool.ac.uk.
Employer
Engagement
Have you engaged in extensive consultation with industry to
inform your teaching?
Does that engagement include research into cutting edge
developments in your field?
Are your industrial research partners, representative of the
industry as a whole?
What was the nature of the engagement?Click here to enter text.
When, where and with whom?Click here to enter text.
What were the outcomes?Click here to enter text.
How has this activity
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a) Enhanced your teaching and learning?Click here to enter text.
b) Enhanced your subject knowledge and expertise
Click here to enter text.
4.7 ACTION RESEARCH
Action research involves the ‘scholarship of integration, application and discovery’. In
academic practice, action research can involve either subject based enquiry or
pedagogic research.
If you are interested in developing an action research project and applying for
funding through your College development scheme or The Higher Education
Academy, undertake the CLE Module: Action Research Project Development.
For more information contact TQEF@blackpool.ac.uk.
Action
Research
Have you engaged in formal or informal action research as part of
your academic practice?
Which areas of activity in the UK Professional Standards Framework
(UKPSF) were addressed by the activity?
What was the nature of the research (Pedagogic or Subject Specific?Click here to
enter text.
When, where and with whom?Click here to enter text.
What were the outcomes?Click here to enter text.
How has this activity
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a) Enhanced your teaching and learning?Click here to enter text.
b) Enhanced your subject knowledge and expertiseClick here to enter text.
4.8 EVALUATION AND REFLECTION
Academic practitioners need to be actively engaged in evaluation and reflection in
each of the areas of activity outlined by the UK Professional Standards framework.
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For more information consider the SARAD Tool Part 2 and complete the CLE Module
Evaluation and Reflection in Academic Practice. Contact TQEF@blackpool.ac.uk.
Action
Research
Have you engaged in formal or informal action research as part of
your academic practice?
Which areas of activity in the UK Professional Standards Framework
(UKPSF) were addressed by the activity?
What was the nature of the research (Pedagogic or Subject Specific? Click here to
enter text.
When, where and with whom? Click here to enter text.
What were the outcomes?Click here to enter text.
How has this activity
a) Enhanced your teaching and learningClick here to enter text.
b) Enhanced your subject knowledge and expertiseClick here to enter text.
4.9 RECORDING YOUR SCHOLARLY ACTIVITY
Having completed the reflective activity you are now ready to record your
scholarship in your Curriculum Vitae and in the Audit Tool (excel spreadsheet) which
is available from the Scholarship and Research Centre Web Page or
TQEF@blackpool.ac.uk
4.10
REFERENCES
DIUS (2008) Applications for the Grant of Foundation Degree Awarding Powers;
Guidelines for Applicant Further Education Institutions in England.
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Beard, A, Logan, J.G. and Swift, D (2010) Fundamentals for Future Academic Practice
in the Knowledge Economy, The Blackpool and The Fylde College Scholarship Review
Vol 1 (2) 21-35
4.11
THE AUDIT TOOL
The audit tool data can be used to produce School and College Scholarship profiles.
To enter your data follow the steps below:
1.
2.
3.
4.
5.
Open the file.
Enter the number of each of the scholarly activities on the sheet for the
relevant year using the relevant columns.
The spreadsheet will automatically calculate year totals.
Save the file with your name.
If you are a member of staff at Blackpool and The Fylde College send your
data to TQEF@blackpool.ac.uk Click here to enter text.
3: HELP AND SUPPORT
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Allison Beard
TQEP Project
Consultant
abea@blackpool.ac.uk