UKPSF Dimensions and descriptors
Dimensions
Areas of activity
(A1) Design and plan
learning activities and/or
programmes of study
(A2) Teach and/or
support learning
(A3) Assess and give
feedback to learners
(A4) Develop effective
learning environments and
approaches to student
support and guidance
(A5) Engage in continuing
professional development
in subjects/disciplines and
their pedagogy,
incorporating research,
scholarship and the
evaluation of professional
practices
Descriptors in the KUDOS Scheme
Core Knowledge
(K1) The subject
material
(K2) Appropriate
methods for teaching,
learning and assessing in
the subject area and at
the level of the
academic programme
(K3) How students
learn, both generally
and within their subject/
disciplinary area(s)
(K4) The use and value
of appropriate learning
technologies
(K5) Methods for
evaluating the
effectiveness of teaching
(K6) The implications
of quality assurance and
quality enhancement for
academic and
professional practice
with a particular focus
on teaching
Professional Values
(V1) Respect individual
learners and diverse
learning communities
(V2) Promote
participation in higher
education and equality
of opportunity for
learners
(V3) Use evidenceinformed approaches
and the outcomes from
research, scholarship
and continuing
professional
development
(V4) Acknowledge the
wider context in which
higher education
operates recognising the
implications for
professional practice
Descriptor supported for individual application to HEA
D1 – Associate FHEA
D2 – Fellow HEA
D3 – Senior FHEA
Demonstrates an
understanding of specific
aspects of effective
teaching, learning
support methods and
student learning.
Demonstrates a broad
understanding of
effective approaches to
teaching and learning
support as key
contributions to high
quality student learning.
Demonstrates a
thorough understanding
of effective approaches
to teaching and learning
support as a key
contribution to high
quality student learning.
Successful engagement
with at least two of the
five Areas of Activity
Successful engagement
across all five Areas of
Activity
Successful engagement
across all five Areas of
Activity
Successful engagement in
appropriate teaching and
practices related to
these Areas of Activity
Appropriate Core
Knowledge and
understanding of at least
K1 and K2
A commitment to
appropriate Professional
Values in facilitating
others’ learning
Relevant professional
practices, subject and
pedagogic research
and/or scholarship within
the above activities
Successful engagement in
appropriate teaching
practices related to the
Areas of Activity
Appropriate knowledge
and understanding across
all aspects of Core
Knowledge
A commitment to all the
Professional Values
Successful engagement in
appropriate teaching
practices related to the
Areas of Activity
Appropriate knowledge
and understanding across
all aspects of Core
Knowledge
A commitment to all the
Professional Values
Successful incorporation
of subject and pedagogic
research and/or
scholarship within the
above activities, as part
of an integrated
approach to academic
practice
Successful engagement in
continuing professional
development in relation
to teaching, learning,
assessment and, where
appropriate, related
professional practices
Successful incorporation
of subject and pedagogic
research and/or
scholarship within the
above activities, as part
of an integrated
approach to academic
practice
Successful engagement in
continuing professional
development in relation
to teaching, learning,
assessment and, where
appropriate, related
professional practices
Successful co-ordination,
support, supervision,
management and/or
mentoring of others
(whether individuals
and/or teams) in relation
to teaching and learning
Questions/queries to KUDOS@wlv.ac.uk
Demonstrates a sustained record of effective strategic leadership in academic
practice and academic development as a key contribution to high quality student
learning.
Individuals should be able to provide evidence of:
Active commitment to and championing of all Dimensions of the Framework,
through work with students and staff, and in institutional developments
Individuals should be able to provide evidence of:
Successful engagement,
where appropriate, in
professional
development activity
related to teaching,
learning and assessment
responsibilities
D4 – Principal FHEA
Successful, strategic leadership to enhance student learning, with a particular, but
not necessarily exclusive, focus on enhancing teaching quality in institutional,
and/or (inter)national settings
Establishing effective organisational policies and/or strategies for supporting and
promoting others (e.g. through mentoring, coaching) in delivering high quality
teaching and support for learning
Championing, within institutional and/or wider settings, an integrated approach
to academic practice (incorporating, for example, teaching, learning, research,
scholarship, administration etc.)
A sustained and successful commitment to, and engagement in, continuing
professional development related to academic, institutional and/or other
professional practices
Information/templates/key dates to be found at www.wlv.ac.uk/KUDOS
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Writing style- Extract from a D3 - SFHEA application
KUDOS Process
teach with anyone who will have me (A2, A3, A5). One mentee sent me the following;
“... nice to get some clear direction and different ways of thinking. I now think I can move forward. I wish had spoken to you
earlier” PG Cert. student.
Register an interest via
KUDOS@wlv.ac.uk
In 2011, I was asked to enhance transnational education (TNE) partnerships. I supported, mentored and provided
staff development for UK and TNE tutors in Computing, Business, Engineering, Construction and Education (A1,
A3, K2, K3). From this experience I led a design team for the first online PG Cert. in International Academic
Professional Development (IAPD). I am currently working with academics in China, Sri Lanka, Latvia, India and
Mauritius on bespoke CPD short courses based on these online materials (A1, A4, K4). My underlying values are
cosmopolitanism and contextualization. I look for similarities, contextual drivers and local pedagogic practices while
providing a rationale for UK practice (V2, V3).
I teach at levels 4, 5 and 7. Regardless of the level my approach to teaching and learning is based on pragmatism and
constructive alignment (Biggs 1999); I start by asking what I want my students to achieve, then plan activities to
enable them do this. I then design how my students and I will be able evidence what they have accomplished. I am a
firm believer in illustrating points I am making by encouraging students to share their own experiences, therefore I
learn as much as my students (A2).
I am currently leading 3 work streams for the University Student Experience Committee (A1). 1. Behaviours for
learning (K2, K3) I am approaching this by looking at transition points between levels and how we can articulate the
different expectations to both our students and staff. 2. PDP at the heart of learning linked to the role of personal
tutoring focusing on personal progression so that personal tutoring is a proactive rather than reactive relationship
(A4, K4) 3. Internationalisation - some of this work features in case study 2 (V1, V2). I manage this work by creating
internal staff and student networks, coordinating and presenting outputs such as policy review and staff CPD (V1,
V2). I provide academic leadership for the Attainment, Retention and Achievement project sponsored by the VC
and lead practitioner research for work streams on staff roles and responsibilities, developing a pedagogic
framework and systematic dissemination of practice (including organising our annual learning and teaching
conference “Rich exchanges 2014”).
2. Research, scholarship and professional practice
I am an educational developer and therefore my core knowledge, areas of research, scholarship and professional
practice are based on the subject of ‘learning and teaching’ (K1).
Gosling (2007: 2-4) suggests some common themes within this identity: a commitment to teaching, serendipity and
career decision-making and motivation to join and stay in educational development. I would add ‘curiosity’ and a love of
learning - these values complement those of the UKPSF. Gosling (2007: 4) suggests that educational developers
emerge as; “… a group of people with very different backgrounds and academic disciplines who nevertheless shared
a common passion for improving teaching – their own and subsequently that of others”.
For me, improving teaching, my own and that of others, is based on evidence informed practice that makes a
difference (V3) I do this by supporting, coordinating and gathering context specific examples of practice. For
example Lawton, M. (2010) PebblePad: from pilot, to implementation, to evaluation and beyond Australian ePortfolio
Conference, Melbourne Australia. This presented a ‘warts-and-all’ overview with real examples of how different
discipline areas implemented the use of ePDP (K4, V3).
Questions/queries to KUDOS@wlv.ac.uk
Attend an introductory
workshop
(dates available at
www.wlv.ac.uk/KUDOS)
Candidate can request a
mentor by emailing
KUDOS@wlv.ac.uk when
they have a good first draft
of portfolio ready
Candidate begins to write
their portfolio and is invited
to attend a writing retreat
(dates available at
www.wlv.ac.uk/KUDOS)
Candidate submits
completed portfolio to
KUDOS@wlv.ac.uk
KUDOS Admin upload
portfolios to WOLF and
assigns reviewers
KUDOS reviewers meet to
moderate portfolios and
put forward joint
recommendation to KUDOS
Recongition Panel
KUDOS Reviewers blind
review portfolios , complete
reviewer pro-forma and
make individual
recommendations
KUDOS Recognition Panel
meets to confirm and
record decision
KUDOS Admin informs
candidates of outcome,
provides feedback, and
informs HR and HEA of
succesfull awards
Information/templates/key dates to be found at www.wlv.ac.uk/KUDOS
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