Responding to the PCAP Review 2014/15: “You Said, We Did.”
Karen Mattick, PCAP Programme Director, September 2015.
k.l.mattick@ex.ac.uk; 01392 722918.
Background
The Postgraduate Certificate of Academic Practice (PCAP) was first introduced in 2004, primarily as a
means to support academic practitioners in the early stages of their careers. Since that time it has
grown organically and, although re-accredited by the University in 2011 and by the Higher Education
Academic in 2013, it has not been subject to an in-depth review focussing on its currency with
regard to the University’s values, priorities and strategies. The resulting review report highlighted
strengths, including the fact that it is delivered institution-wide to participants from across colleges
and disciplines, that it led to a formal qualification and Fellowship of the HEA, that the staff
delivering PCAP were enthusiastic and dedicated and the peer-to-peer style of teaching was
beneficial. It also highlighted some areas that could be improved. The purpose of this document is
to summarise the work we are undertaking to address those suggestions for improvement. This is
laid out in a “You Said, We Did” format and should be considered indicative rather than exhaustive.
If you would like to discuss any element, please don’t hesitate to contact me.
Response
“You said”…
“We did”…
The content of PCAP modules overlapped,
leading to some dissatisfaction and
confusion
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The aim of PCAP was unclear
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The structure of PCAP has been refined, such that there are
now only 2 modules, both compulsory.
This re-structuring aims to address the issue of overlap, and
will allow us to cross-refer between modules and promote
a ‘cohort’ feel amongst participants as they progress from
the first module to the second.
To supplement the new module descriptors (which not
everyone will read), we have developed a succinct
statement of the aim of PCAP, which will be communicated
widely:
PCAP aims to enhance participants’ knowledge of UK higher
education in general, and of working within a researchintensive university in particular (module 1); and to support
the development of academic practitioners as accomplished
educators, who create research-inspired, inquiry-led
learning environments that will enable our graduates to
thrive in an international workplace (module 2).
Senior staff in Colleges found it difficult to
advise potential participants about PCAP

We are introducing some “PCAP Frequently Asked
Questions (FAQs)” to the PCAP website, which cover topics
such as PCAP module content, timelines and exemption
process.
The registration process for PCAP was
‘clunky’

A single paper-based application / registration form has
been introduced for 2015/16.
We are considering the introduction of a single email
address (pcap@ex.ac.uk) to streamline correspondence

with PCAP participants and would value your thoughts on
that.
PCAP did not offer sufficiently practical
advice around teaching
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PCAP module assessments were onerous
and lengthy
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When there was a choice of modules, not all participants
selected the module focusing on ‘Creating Effective
Learning in Higher Education’. We have now made that
module compulsory.
Many participants will have significant prior experience of
academic practice, so PCAP aims to extend and broaden
that expertise, rather than building from square one.
In 2015/16 we will do more to:
Use a wide range of instructional methods that
participants might try
Share rationales / evidence-base for session plans
Encourage participants to peer-observe teaching in
other Colleges
Stimulate critical, reflective, research-informed
dialogue about higher education.
In moving to two modules, the PCAP assessments have
changed slightly.
In module 1, the formative assessment is by poster
presentation and the summative assessment is in the style
of a peer-reviewed journal publication. All assessments are
in areas of academic practice chosen by the participants
and should therefore have a direct bearing on their
development as academic practitioners.
In module 2, assessment is via evidence of peer dialogue, a
presentation about an improvement they have made to
their teaching practice and an application for Fellow of the
HEA. The aim is to ensure participants fulfil the
requirements for Fellow of the HEA.
The assessment submission dates cause
pressure, alongside the other demands on
participants
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For 2015/16, we have moved to a system whereby there
will be 4 submission deadlines per year that participants
can choose from.
The start time for teaching at Penryn did
not align with the first train arriving from
Exeter.

Unfortunately the first train leaving Exeter (at 06.55) does
not arrive in Penryn until 10.04 and there is a 20 minute
walk beyond. However, we are exploring whether it would
be feasible/desirable to delay the start time until 10.30am
in 2015/16.
Completing PCAP in one year is challenging
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In response to participant feedback, we are now
highlighting that PCAP can be completed part time, across
two academic years (one module per year), provided that
this is approved by the participant’s College.
PCAP appears to ‘stand-alone’ in terms of
support and development of early career
academics
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The PCAP FAQs now signpost to further development
opportunities beyond PCAP and, as part of the Exeter
Academic project, the opportunities available at different
points in people’s careers will be made clearer.
Using ELE and the wiki was confusing
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Only ELE will be used in 2015/16