Promoting professional development
in the UK and internationally
Session overview
• HEA role in supporting professional development for those
involved in teaching and/or supporting learning in HE
• CPD and the PSF
• TNE Research
• Internationalising the HEA
HEA role and priorities
3
HEA Mission
To use our expertise and resources to support
individual staff, disciplinary and interdisciplinary
teams and higher education communities and
institutions in general to enhance the quality
and impact of learning and teaching
4
Strategic priorities 2012-16
To inspire and
support effective
practice in
learning and
teaching
To influence
policy, future
thinking and
change
KEY
PRIORITIES
To recognise,
reward and accredit
excellent teaching
To develop an
effective,
substantial
organisation that
is relevant to, and
valued by, higher
education
5
Key priorities 2013-14
25% of academic
staff undertake
CPD aligned to
the UKPSF.
All of our research
into higher
education learning
and teaching has
an impact on
policy or practice.
Engagement with
institutions in teaching
and learning
development activity
accounts for at least
90% of students
studying for a UK
higher education
qualification.
6
CPD and PSF
7
Why is continuing professional
development important?
Professional development leading
to professional recognition
provides a benchmark for
individuals and institutions, and
gives the general population and
students themselves confidence
that they are being supported by
qualified, capable and
competent professionals.
8
What does the HE community think of
the PSF?
(UKPSF Impact Study, 2013)
• The UKPSF has been influential across the sector in
changing institutional practice.
• An overwhelming majority of respondents (84%) claimed
that the UKPSF had led to changes to academic
development, learning, teaching or the student experience
within their institution for which they had evidence.
• The top four areas where change in practice was reported
were:
shaping accredited courses (70%)
• influencing institutional CPD frameworks (67%)
• supporting reward and recognition (47%)
• influencing institutional strategy and policy (44%).
•
9
10
11
Trends
12
Remaining in good standing
Activity
Timing
Code of Practice
Launch of Code of Practice
2013/14
Accreditation
CPD Schemes to support
Fellows to remain in good
standing
2013 – 2016
Rolling programme
HEA CPD
Aligning CPD to UKPSF
External CPD
(Dual badging)
Aligning CPD to UKPSF
Pilot 2013/14
Range 2014/15
2013/14
Collaborative
approach to
Fellowship
Individual Fellows
Develop approval/kite marking
system
Explore potential for external
recognition and use of HEA
Fellowship
System for Fellows not in a
subscribing university
2014/15
2014
2014
13
TNE Research
14
Enhancing student learning and teacher
development in transnational arrangements
Research aims: to explore the current and prospective
ways in which UK higher education providers can ensure
equitable student learning experiences and teaching
excellence in transnational arrangements.
Question: How can UK higher education providers ensure
high quality learning and teaching in overseas contexts?
(Literature, good practice, challenges, support required)
15
Data collection
• PVC/DVC survey focusing on internationalisation
activity and policy
• Survey of UK HEIs delivering TNE
Who: Heads, managers, or teaching leads of UK-HEI transnational
programmes - award or credit bearing educational programmes
delivered by the HEI in countries outside of the UK.
What: How many, which countries, provision type, mode of delivery,
belief in benefits, remedial action, innovations
• Focus group of lecturers discussing survey questions
16
Survey:
• Types of provision, arrangements and context
• Significant challenges in delivering TNE
• Comparisons between TNE and home provision
• Improving TNE
17
Challenges experienced by
staff delivering TNE
18
TNE: maintaining standards
19
TNE: comparisons
20
Findings summary - themes
• Familiar challenges: student expectations, parental
expectations, UK staff inertia
• UK degrees - Excellent reputation - impact – cost
• Widening access through TNE
• Challenges for students – learning styles and expectations
• TNE for what? The future for graduates?
• Fit for purpose programmes – the right product?
21
The future?
“gradual… move away from validating the franchise
types of provision towards genuinely dual and joint
awards”
“two providers thinking of developing a course and
delivering it in a third country…filling a gap in the
region where it’s not possible to get a partnership on
the same level”
“more collaborative designing of the curriculum.”
“…transformative partnerships....”
22
HEA Internationalisation
23
Where are we now?
• Internationalisation theme activity
• E.g. grants (teaching development, international scholarship, doctoral);
seminar series; SIGs; TIS; research (NSS, TNE); Summit; publications (e.g.
Going Mobile)
• International Business Development
• Plan approved; scoping visits; consultancy, subscription.
• International activity
• Conferences, projects, visits, research, overseas based fellows
• A UK based organisation
• Communications becoming international; systems being revised;
partnership management.
• Sector engagement
• Support requested for internationalisation activities and ensuring equity
of student experience and particularly the quality of teaching in TNE
arrangements.
24
International engagement
• Australia
• Dubai
• Malaysia
• Qatar
• Thailand
• USA
• Singapore
• South
Africa
• Vietnam
• Oman
• Bahrain
• China
• Saudi
Arabia
• Europe
26
Benchmarking
Project:
Promotion Criteria
Seminars
& visits
Australia
OLT
ANU
27
Where do we want to be?
‘An internationally relevant organisation, operating in an
increasingly global sector’
• Known and valued internationally – participating in an international
community of practice supporting and developing learning and
teaching in higher education
• Offering excellent services remotely and in country
• HEA Fellowship is internationally recognised:
• commitment to professionalism in teaching and learning in higher
education
• an indicator of professional identity for higher education
practitioners
28
Modernisation of Higher Education in Europe
“The High Level Group was particularly inspired by the
activities of the Higher Education Academy in the United
Kingdom …….. especially for their potential for
networking and developing new pedagogical approaches.”
Report to the European Commission on improving the
quality of learning and teaching in HE institutions (2013)
29
How do we get there?
International
engagement
Business
development
UK sector engagement
Partnerships
Systems
Operationalise
the plan
Research and
development
30
Contacts
• International: Sarah Parkinson
sarah.parkinson@heacademy.ac.uk
• Accreditation: Kathryn Harrison
kathryn.harrison@heacademy.ac.uk
• Recognition: Raj Dhimar
Rajesh.dhimar@heacademy.ac.uk
31