ENroute Handbook
A Guide to Gaining Fellowship of the
Higher Education Academy
May 2015
APD/ASPEN
Edinburgh Napier University
Sighthill Campus
Edinburgh
EH11 4BN
enroute@napier.ac.uk
Contents
1. Welcome ................................................................................................................................ 1
2. Contacts ................................................................................................................................. 1
3. ENroute: HEA Fellowship at Edinburgh Napier ...................................................................... 2
4. The UK Professional Standards Framework (UKPSF) ............................................................. 3
5. Making Your Claim: Routes and Options ............................................................................... 5
6. The Application Process ......................................................................................................... 6
7. Referees ................................................................................................................................. 7
8. Support for You ...................................................................................................................... 7
9. FAQs ....................................................................................................................................... 8
APPENDIX 1 The UKPSF ............................................................................................................ 15
APPENDIX 2 Guidance Notes: Record of Professional Activities ............................................. 24
APPENDIX 3 Guidance Notes: Documentary Option – Completing the Application Form ..... 26
APPENDIX 4 Guidance Notes: Dialogue Option ....................................................................... 32
APPENDIX 5 Guidance Notes and Pro Forma for Referees ...................................................... 34
APPENDIX 6 ENroute Reviewer Decision Making Sheet .......................................................... 37
Page 1
1. Welcome
Welcome on board! We are very glad that you are considering applying for a Fellowship of
the Higher Education Academy (HEA). Gaining Fellowship is a significant asset for anyone
involved in teaching or supporting learning in higher education. It shows that you are
committed to professionalism and it benchmarks your practice against a standard that is
recognised around the UK and beyond.
ENroute, Edinburgh Napier’s Professional Recognition Framework for staff involved in
teaching and supporting learning, has been developed to support you in your journey
towards Fellowship. It offers a choice of routes to help you develop and reflect on your
practice and to make your claim for recognition. Four different categories of HEA Fellowship
are available, and these reflect the diverse contributions that are made to teaching and
supporting learning from a variety of roles and perspectives across the University.
This handbook aims to explain the choices available through ENroute and to guide you
through the process. There is further support in place, including the ENroute Application
Support Moodle site and, most importantly, a University-wide community of experienced
and enthusiastic colleagues to help you along the way.
We look forward to hearing about your approaches to teaching, and your impact on student
learning, as you develop your application. All the best for the road ahead!
2. Contacts
For initial enquiries:
Rachel Murray, Coordinator, Academic Professional Development
 6347
 enroute@napier.ac.uk
For queries about your submission:
Ruth Doak, Academic Practice Administrator, ASPEN
 6360
 enroute@napier.ac.uk
Questions, suggestions, concerns? Please contact:
Elaine Mowat, Academic Developer
 6446
 e.mowat@napier.ac.uk
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School & Service Representatives
Jackie Brodie (The Business School)
Charlotte Chalmers (School of Life Sport & Social Sciences)
Kate Durkacz (School of Engineering & The Built Environment)
Alun Fotheringham (The Business School)
Sam Kelly (School of Arts & Creative Industries)
Joan McLatchie (The Business School)
Janis Ross (School of Nursing, Midwifery & Social Care)
Alison Varey (School of Computing)
Katrina Castle (Professional Services)
ENroute Application Support Moodle site
http://moodlecommunity.napier.ac.uk/course/view.php?id=27
3. ENroute: HEA Fellowship at Edinburgh Napier
ENroute is Edinburgh Napier’s Professional Recognition Framework for staff involved in
teaching and supporting learning. It is accredited by the Higher Education Academy (HEA)
and based on the UK Professional Standards Framework (UKPSF). This accreditation means
that the University can award HEA Fellowships to staff who make a successful claim via
ENroute.
ENroute is open to anyone employed by Edinburgh Napier University who teaches or
supports learning. This includes academic and research staff, postgraduates who teach,
technicians, learning technologists, library staff and student services staff. As part of our
objectives to grow our academic reputation and deliver an excellent personalised student
experience, the University is committed to supporting all staff in roles relating to teaching
and supporting learning to gain Fellowship. The Academic Strategy includes the expectation
that all salaried academic staff will achieve a Fellowship by 2020. Achieving Fellowship is
also aligned with career progression (see FAQs).
Three categories of Fellowship are currently available via ENroute: Associate Fellow, Fellow
and Senior Fellow. Currently, colleagues applying for Principal Fellowship apply directly to
the HEA, and support and guidance is available for this (see FAQs).
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There are several benefits to gaining Fellowship. These include:
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formal recognition for your work in teaching and supporting students
benchmarking of your practice against sector expectations and standards
the opportunity to discuss, develop and reflect on your practice
achievement of a portable asset which is increasingly recognised by higher and further
education institutions around the UK and beyond
entitlement to use post-nominal letters (AFHEA, FHEA, SFHEA, PFHEA)
invitation to join Edinburgh Napier’s lively and supportive community of Teaching
Fellows
achievement of an expectation for academic career progression within Edinburgh
Napier.
4. The UK Professional Standards Framework
(UKPSF)
The UK Professional Standards Framework (UKPSF) is a national framework for recognising
and benchmarking teaching and learning support roles within higher education. It is written
from the perspective of the practitioner and has been developed by the HEA on behalf of
the higher education sector.
The Framework has two components:
The Dimensions of Practice. These are a set of statements outlining the:



Areas of Activity undertaken by teachers and supporters of learning within higher
education
Core Knowledge that is needed to carry out those activities at the appropriate level
Professional Values that individuals performing these activities should embrace and
exemplify.
The Descriptors. These are a set of statements outlining the key characteristics of a
practitioner performing four broad categories of typical teaching and learning support roles
within higher education:
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Descriptor 1: Associate Fellow
Descriptor 2: Fellow
Descriptor 3: Senior Fellow
Descriptor 4: Principal Fellow.
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An Associate Fellow is likely to be one of the following:

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an early-career researcher with some teaching responsibilities (e.g. PhD student,
graduate training assistant, contract post-doc)
new to higher education teaching, having a limited teaching portfolio or teaching
part-time
in a demonstrator/technician role with some teaching responsibilities, or support
teaching/learning (e.g. as a learning technologist or learning resource staff member).
A Fellow is likely to be one of the following:


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an early-career academic
in a subject-specific role with substantive teaching and learning responsibilities
an experienced academic, relatively new to UK higher education, in a role with
sometimes significant, teaching-only responsibilities; e.g. within work-based settings.
A Senior Fellow will have an established record relating to teaching and learning and
management/leadership of specific aspects of teaching provision. They are likely to lead, or
be a member of, established academic teams. They may be:
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an experienced member of academic staff with significant responsibility for leading,
managing or organising programmes for subjects/disciplines
an experienced subject mentor or someone who supports those new to teaching
an experienced member of staff with departmental or wider teaching/learning support
advisory responsibilities within their institution.
A Principal Fellow will have a sustained, effective record of strategic impact at institutional,
national or international level and be committed to wider strategic leadership in teaching.
They might also be one, or both, of the following:


a highly experienced member of senior staff with wide-ranging academic or strategic
leadership responsibilities in connection with key aspects of teaching and supporting
learning
responsible for institutional strategic leadership and policymaking in the area of
teaching and learning, possibly extending beyond their own institution.
See Appendix 1 for further details.
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5. Making Your Claim: Routes and Options
ENroute offers two main routes to gaining Fellowship at Edinburgh Napier: qualification and
experiential.
The qualification route involves successfully completing either of the following programmes
to gain Fellowship at Descriptor 2 of the UKPSF, i.e. Fellow of the Higher Education Academy
(FHEA):
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
Postgraduate Certificate in Learning, Teaching and Assessment Practice in Higher
Education (LTAPinHE) (formerly the PgC in Teaching and Learning in Higher Education
and informally known as the PgCert) or
Higher Education Pathway of the Postgraduate Certificate in Blended and Online
Education (informally known as the BOE).
The PgC LTAPinHE is the usual route to Fellowship for a new University lecturer with less
than three years’ full-time teaching experience in UK higher education and is normally a
contractual requirement.
The PgC BOE is designed for lecturers and other education professionals who seek to
enhance their knowledge, understanding and skills set in relation to the area of blended and
online teaching and learning.
Qualification
Postgraduate Certificate in
Learning, Teaching and
Assessment Practice in Higher
Education
(PgC LTAPinHE)
HE Pathway of the
Postgraduate Certificate in
Blended and Online Education
(PcC BOE)
Experiential
Associate Fellow
Fellow
ENroute
(Experiential Route)
Senior Fellow
Principal Fellow
Apply directly to the HEA for
Principal Fellow status
Further details of the PgC LTAPinHE and the PgC BOE are available on the ASPEN website. If
you have any queries, please contact the Programme Administrator, Svetlana Vetchkanova
s.vetchkanova@napier.ac.uk x6380.
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The experiential route is ideal for those with experience appropriate to the relevant
Descriptor and may be used to make a claim for Associate, Fellow and Senior Fellow. It
involves presenting a reflective account of your practice in written or spoken form and
evidencing how it relates to the UKPSF. The written form – the Documentary option –
involves preparing between 2–4 case studies for submission to a Review panel (see
Appendix 3). The spoken form – the Dialogue option – involves building an ePortfolio
embracing aspects of your practice as a prompt for professional dialogue with two
Reviewers (see Appendix 4).
6. The Application Process
For the qualification route, please follow the application process for your chosen
programme (PgC LTAPinHE or BOE).
For the experiential route, the process is as follows:
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7. Referees
Applications for Associate Fellow, Fellow and Senior Fellow made via the experiential route
must be accompanied by two references. The role of the referee is to provide an informed
peer review of your work in teaching and supporting learning, using their knowledge of your
professional experience.
Your referees should normally be:
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experienced members of staff working in a UK higher education institution
able to comment on and substantiate your experience and achievements in teaching
and supporting learning in higher education
familiar with the UKPSF and the requirements for Fellowship.
At least one of your referees should normally be an Edinburgh Napier colleague. This is likely
to be a line manager or a close colleague familiar with your work.
It can take some time and organisation to get your referees in place and for your referees to
create their statements. We suggest that you:


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identify your referees in good time
supply them with a copy of the Guidance Notes and Pro Forma for Referees by email
(see Appendix 5)
send them a copy of your completed Record of Professional Activities (see Appendix 2)
Referees should send their references to you. You should then upload these to the ENroute
Submissions Moodle site along with your completed application form (Documentary option)
or Mahara Collection of Pages (Dialogue option). Please note that your application will only
be considered for review if the references are in place.
8. Support for You
A range of support is available to assist you in developing your application, including
Mentoring Circles, workshops, Moodle, and regular WebEx virtual office hours.
Mentoring Circles meet three times on each campus, each trimester. The sessions are as
follows:
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Meeting 1: Getting started
Meeting 2: Developing your claim
Meeting 3: Readiness for submission
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You will be invited to register for your Mentoring Circle sessions once you express your
interest in participating in ENroute via HR Connect.
A specific workshop on ‘Preparing for Dialogue’ will also be available to those choosing this
option.
The ENroute Application Support Moodle site offers discussion spaces, video clips, sample
materials and suggested reading and resources.
WebEx virtual office hours will run monthly, offering an informal opportunity for questions
and discussion with a member of the ENroute team. Dates are published on Moodle.
Colleagues are also on hand to advise and encourage. See Contacts for details.
9. FAQs
How do I get started?
Discuss your plans with your line manager if possible. Then express your interest in
participating in ENroute via the Memberships area on HR Connect. You will receive a reply
by return advising you of next steps and giving you a link to support resources on Moodle.
See Section 6 for further steps.
I’m a zero hours lecturer. Can I apply to ENroute?
Yes! ENroute is open to anyone employed by Edinburgh Napier University who teaches or
supports learning. This includes academic and research staff, postgraduates who teach,
technicians, learning technologists, library staff and student services staff.
Which category should I apply for?
You should select your category based on your experience and current practice in teaching
and supporting learning in higher education and the degree of leadership and impact that
you have. The following resources should help you to place yourself:
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
Appendix 1
ENroute Application Support Moodle site – find examples of types of evidence and
activities appropriate to each category of Fellowship
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For further advice, talk to a member of the ENroute team (see Contacts) or your School
Representative. You may wish to develop your practice further before making your claim,
and support and encouragement is on hand via the ENroute team to help you do that.
Discuss this with your line manager too, as he/she may be able to identify projects and
opportunities for developing your practice.
Should I do the qualification or experiential route?
The qualification route is ideal if you wish to participate in a programme of study. This may
be part of your contractual requirement as a new member of staff at Edinburgh Napier. The
experiential route is appropriate if you are an experienced member of staff and can map
your practice in teaching and supporting learning against the Descriptor of the UKPSF for the
Fellowship category that you are aiming for. If you are unsure about whether to take the
qualification or experiential route, please contact the ENroute team for advice.
I did my PgCert a few years ago. Can I get Fellowship?
If you have completed the PgCert in Teaching and Learning in Higher Education at Edinburgh
Napier since 2000, then you can claim Fellowship. Alternatively, if you completed it before
2000, then you may not be on our database, but if you have the certificate that shows you
completed the PgCert please get in touch. For further advice, or if you completed your
PgCert at another institution, please contact Rachel Murray on enroute@napier.ac.uk or
x6347.
Do I have to start at Associate Fellow (Descriptor 1) level?
No, just make the application to the category you feel is appropriate to your recent
experience and current practice. You may go on to use ENroute again in the future to gain
recognition against another category at a later stage in your career.
I’m interested in Principal Fellow (Descriptor 4) – how do I make my claim?
Currently, you should make a claim for PFHEA direct to the HEA rather than through
ENroute. In the first instance, look at the HEA website to get a sense of what types of roles
and experiences are appropriate for PFHEA. This category of fellowship is for those who
have a sustained, effective record of strategic impact at institutional, national or
international level and are committed to wider strategic leadership in teaching. The HEA
web page also guides you as to how to make a claim using this route. Collegiate support in
making this application is available here; please contact Rachel Murray on
enroute@napier.ac.uk or x6347 to find out more. Financial support to cover half of the
submission fees can also be requested. Once there are sufficient numbers of PFHEAs in the
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University to review internal claims, this route will be offered through ENroute which has
been accredited to include this category of fellowship.
How long will my Fellowship application take?
This will vary according to your individual circumstances and experience and depends on
what evidence you have to draw upon, what you might need to do and what other
commitments you have. As a general guide, our process is designed to support you in
developing and making your claim over the course of one trimester.
To what extent is my line manager involved?
You should discuss your plans for applying to ENroute with your line manager as part of the
PDR process. Your line manager also has access to your ENroute record in HR Connect which
will enable them to be aware of your progress and supportive of your application.
How far back can I use evidence?
You can draw on a range of evidence to demonstrate how you have developed as a
university teacher. The emphasis should be on current or recent practice relating to the last
five years. If you draw on older evidence, be sure to make the links with your current
practice.
Can I use evidence from outside Edinburgh Napier?
Yes. Your application relates to you as a professional, rather than your current role at
Edinburgh Napier.
What counts as evidence of professional development?
More than you might think! The following are all possible examples: participation in
workshops and conferences; contribution to the LTA Resource Bank; peer observations;
corridor conversations about teaching and learning; participation in collaborative projects
about teaching and learning; contribution to academic debate through social media; writing
for publication; pedagogic research and scholarship; evaluation; contribution to your
disciplinary or professional association; external examining; engagement with quality
enhancement and assurance procedures; involvement in special interest groups and
committees. Remember to reflect upon the impact of engaging in these activities – what has
it meant for your teaching practice and the student learning experience?
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Can I use referees from outside the institution?
Yes. However, at least one referee should be based at Edinburgh Napier. See Section 7 for
more information.
‘Tell it exactly how it is’ or only ‘share my successes’ – how do I get the balance right in
this kind of reflective account?
The Reviewers are looking for a clear picture of your practice in teaching and supporting
learning and an insight into who you are and how you approach your role. It is just as
appropriate to reflect on your challenges and difficulties and how you have addressed them,
as well as to analyse and celebrate your successes. Aim for an open and constructive
account, rather than a ‘look how wonderful I am’ type approach.
I need to refresh my knowledge of the pedagogical literature. What do you recommend?
This is a good idea – your reflective discussion should be informed by relevant theories of
learning and teaching. See the ENroute Application Support Moodle site for a selection of
books, journal articles and other resources recommended by colleagues.
Who can help me with my application?
Mentoring Circles are the main form of support for developing your application. These are
designed to provide you with advice, encouragement, feedback and peer support as you
work through the process. The Circles are facilitated by colleagues who have a good
understanding of the requirements for HEA Fellowship and are skilled in supporting others
to develop their claim. Mentoring Circles meet on each campus three times each trimester
and you will be invited to book yours through HR Connect once you express your interest in
gaining Fellowship. WebEx virtual office hours provide another opportunity to discuss your
application with a knowledgeable colleague. Subject specific support may also be available
via your School or Service Representative. Details of the Mentoring Circles and virtual office
hours, together with a range of other resources, are available on the ENroute Application
Support Moodle site.
I want to talk about my practice not write about it
Choose the Dialogue option (see Section 5 and Appendix 4).
I want to write about my practice not talk about it
Choose the Documentary option (see Section 5 and Appendix 3).
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Is there a deadline?
You can make your application whenever you are ready. There are three submission
opportunities per year and you can choose which deadline to aim for and register this
intention via HR Connect. Dates are published on the ENroute Application Support Moodle
site.
How is ENroute managed?
ENroute is centrally managed within the ENroute team in APD/ASPEN, with the support of
ENroute representatives for each School and the Professional Services.
How will my application be reviewed?
Each application is considered by two Internal Reviewers, scrutinised by the External
Reviewer and ratified by the ENroute Applications Review Board. Reviewers will complete
the ENroute Reviewer Decision Making Sheet (Appendix 6). The possible outcomes are:

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
Successful
Minor amendments
Major amendments
Claim not yet ready
When do I hear the outcome?
The outcome will be communicated by email within three working days following the
relevant Review Board meeting, with your line manager copied in.
What if I’m not successful?
If your claim is considered to require either ‘minor’ or ‘major’ amendments or ‘not yet
ready’, then you will be given feedback from the Internal Reviewers, approved by the
Review Board, who will advise on how you can meet the requirements in the future and the
support available. This advice will be provided in writing within 10 working days of the
Board meeting, with the option of a one-to-one discussion with one of the Reviewers if you
would like that too.
How does the Board work?
The ENroute Applications Review Board is chaired by Director of Academic Strategy. The
Board will be quorate with the Chair, one Internal Reviewer and the External Reviewer. One
seat will remain open on the Board for an observer from anywhere in the University. The
External Reviewer will report on process and decision-making to the Board.
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The role of the Board is to:


receive and approve the recommendations made by the Internal Reviewers and
scrutinised by the External Reviewer
communicate outcomes to applicants, request updates to University HR records and
update the Higher Education Academy institutional record.
Who are the Reviewers?
Internal Reviewers are colleagues from across the University who have gained Fellowship of
the HEA and have been trained to ensure they are familiar with the UKPSF and consistent
with the ENroute decision making process. Reviewers will normally be from outwith the
applicant’s subject discipline to minimise the risk of conflict of interest. The External
Reviewer is Mandy Ashgar from York St John University. Please note that there is a clear
divide between mentoring and reviewing within ENroute. Reviewers will not have been
mentors, or offered any guidance, in relation to the applications they are reviewing.
What are the quality assurance processes for ENroute?
These include:
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a transparent process
moderation between Internal Reviewers
scrutiny by the External Reviewer of documentary applications and recorded dialogues
an open place available on every Board – contact enroute@napier.ac.uk or look out for
invitations via the staff intranet
appeals process (details of this are posted on Moodle).
What happens after I achieve Fellowship?
First of all, celebrate! You have been recognised for your achievements and professionalism.
You can then expect to receive your certificate from the HEA and you will be entitled to use
the appropriate post nominals (AFHEA; FHEA; SFHEA; PFHEA). You will also receive an
invitation to join the Edinburgh Napier Teaching Fellow Community. You will be encouraged
to consider how to share the good practice recognised in your application.
In due course, you will need to show how you are maintaining your recognition; this is
referred to as ‘the maintenance of good standing’. Keeping a record of professional practice
and development and supporting future ENroute applicants by being an ENroute Mentor or
Reviewer will be ways to achieve this.
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How does ENroute link with academic career progression?
Fellowship of the HEA is an expectation for all salaried academic staff at grade 6 and above.
It will also help to evidence criteria for appointment and promotion within the ‘Learning and
Teaching’ academic pathway. If you have the relevant experience, achievement of Senior
and Principal Fellowship will also assist you in evidencing Academic Leadership across all
Pathways.
What are the benefits for Professional Services staff?
Fellowship will help you to demonstrate your contribution to teaching and supporting
learning at Edinburgh Napier and to gain sector-wide recognition for your practice.
How do I find out more?
Please just get in touch – see Contacts for details.
FAQs are kept up to date on the ENroute Application Support Moodle site. Please post your
questions there if they are not answered here.
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APPENDIX 1
The UKPSF
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APPENDIX 2
Guidance Notes: Record of Professional Activities
The Record of Professional Activities forms part of the application for both the Documentary
and the Dialogue option. It is designed to enable you to demonstrate the breadth of your
contribution to teaching and supporting learning. The focus is on current practice, although
you can include activities within a five-year timeframe.
Entries in this section should be fairly brief – no more than two sentences. Describe the
activity and note its impact or give an example to show how it has made a difference and to
whom. Date each item and map it against the appropriate Areas of Activity, Core Knowledge
and Professional Values.
How many activities should you include? We suggest the following:

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
Associate Fellow: 6–9
Fellow: 8–10
Senior Fellow: 10–15
Some examples (appropriate to different categories of Fellowship):
Activity
Timeframe
A1–5
K1–6
V1–4
Successfully designed, delivered and
assessed modules in undergraduate
programme, drawing on PgCert work
and literature around constructive
alignment.
2012–
present
A1
A3
K1
K2
V3
Working with students in PDT role to
support their learning and provide
pastoral support.
2008–
present
A4
K3
V1
Led an initiative within Subject Group
on consistency in assessment,
enabling review and enhancement of
practice across the Subject Group.
Work was underpinned by a thorough
literature review and sharing of
practice within the SG.
2013–14
A5
K2
K6
V3
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Implemented technology enhanced
learning (Textwall) at start of
information literacy lectures to ensure
content delivery is student centred.
Positively evaluation by students.
2013–
present
A2
A4
K4
K5
V1
Member of LTA Staff Conference
Development Group. Contributed to
the overall design of the event and
ran a workshop for colleagues on
employability and the implications for
the curriculum.
2014
A1
A2
K1
V4
Improving disability and accessibility
support for learning and teaching
across School by contributing to
redesign of procedures.
2012–
present
A4
–
V1
V2
Active member of University’s
Regulations Committee, responsible
for ensuring that academic regulations
remain fit for purpose and provide
equality of opportunity for learners.
2010–
present
A5
K6
V2
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APPENDIX 3
Guidance Notes: Documentary Option –
Completing the Application Form
i
Note 1: Personal Statement
Use this space to introduce yourself and your approach to teaching and supporting learning.
What interests you about teaching? What experiences have informed the development of
your practice? What excites you about your discipline or professional service and how do
you share that with your students? This is an opportunity to convey the essence of who you
are as an education professional and will provide a grounding for the rest of your
application. Approximately 500 words.
i
Note 2: Case Studies
Use this section to provide a reflective account of your practice in the form of 2–4 case
studies.
The case studies form the heart of your application and give you the opportunity to frame
an account of your practice in a way that makes sense to you. You should ensure that your
studies are appropriate in scope and depth to the category of Fellowship you are applying
for.
Associate Fellow: Address the requirements of Descriptor 1. This includes at least two of
the Areas of Activity, at least K1 and K2 of Core Knowledge and all the Professional Values.
Approximately 1500 words across all case studies.
Fellow: Address the requirements of Descriptor 2. This includes all the Dimensions of the
Framework, i.e. the Areas of Activity, Core Knowledge and Professional Values.
Approximately 3000 words across all case studies.
Senior Fellow: Address the requirements of Descriptor 3. This includes all the Dimensions of
the Framework, i.e. the Areas of Activity, Core Knowledge and Professional Values. You
must also demonstrate successful coordination, support, supervision, management and/or
mentoring of others in relation to teaching and learning. Between 5000–7000 words across
all case studies.
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Within your case studies you should:

Write in the first person and the active voice. This application is about you and your
practice.

Address the UKPSF throughout and integrate the language into your account.

Give enough context to make sense of your examples but don’t go overboard with
detail.

Be critically reflective. Describe why you did what you did, consider its impact on the
student learning experience and, if appropriate, consider next steps.

What difference have you made? Evidence your impact throughout, weaving in short
extracts from a range of evidence. This could include student/colleague/external
examiner feedback, peer observation, curriculum evaluations, peer review, evidence
from pedagogical research, NSS scores for your programme, 360 degree feedback,
workshop evaluations and student nominations for excellence awards.

Explain how you think about your practice and how you work to improve it. Examples
may be of successful or less successful initiatives but show how you have reflected on
lessons learned.

Demonstrate your scholarship by relating your account to the literature that has
informed your practice. But don’t provide a general account of teaching and learning!

Be comprehensive. Make sure that you address all elements of the appropriate
Descriptor for your Fellowship category across all the case studies.

Make it easy for the Reviewers – help them to make the links between you, your
practice and the Descriptor you are aiming for.

Show that you value development. Demonstrate how you have identified and
responded to your own development needs and what the impact has been for you and
your colleagues and/or students.

Keep it current. Draw on the past to make sense of what you do now, but keep the
focus on what you do now or have done over the last five years. If you use earlier
examples show clearly how they have informed and tie them into your current practice.

Step back from your application. Does it address each element of the relevant
Descriptor?

Attend to the practicalities such as word count, presentation and proofreading. Make it
easy for the Reviewers to see your practice by the way you present your application.
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Sample case study extract (Associate Fellowship application)
A 3rd year research module is offered twice each academic year to a total of 600 nursing
students each year. Learning about the research base for practice is critical for nurses
(Janke, Pesut and Erbacker, 2012). In previous iterations of the module, an external
examiner had commented that students were not engaging sufficiently with their research
based subject literature.
Following an invite from, and discussions with, the module teaching team, the module and
its assessments were redesigned. I created and delivered a search strategy worksheet &
workshop to further develop students’ database and literature searching/engagement
skills. Students formulated a basic clinical research question from an area of personal
professional interest. At the searching workshop they searched for this topic under my
guidance and completed the worksheet questions. These worksheet answers formed the
basis of a summative poster presentation at the following week’s class tutorial and
became the base for the literature review section of the final summative essay. [A1, A2,
K2].
Several students attended my workshop more than once, often to re-address or change
their base research question following initial searching attempts. Others who had missed
the sessions were encouraged by peers to attend. Workshop attendance improved the
quality of poster presentations.
After one trimester, module team feedback indicated that students had read more widely
than before and had a better understanding of the underlying research literature in their
subject area. One programme team have now introduced this approach to research
literature engagement into year one of their programme [K2, V1].
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015
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Sample case study extract (Fellowship application)
I have used, and continue to use, a number of teaching and support learning strategies
including lectures, using interactive delivery, along with videos, PowerPoint presentation
and online videos; practical workshops, tutorials, student presentations, student focus
groups, online resources including Moodle and news Forums (K2). I continue to try and
improve the student learning experiences by adapting these teaching strategies along with
incorporating additional methodologies. For example, one of the most frequently received
feedbacks from students (through informal chats, focus group interviews and
questionnaires) is them claiming to ‘not being able to concentrate’ through a two hour
lecture (K5). In response to this feedback, I restructured a typical two hour lecture by
incorporating different and relevant methodologies to break up the long periods of sitting
and listening to me, the lecturer (K4). Some of these methodologies included using
inspirational and up to date video coverage to introduce and draw upon relevant theories
and their application in practice (Rust, 1990); e.g. when introducing self-confidence, as a
theoretical factor to do with sporting performance; I showed an up-to-date and highly
relevant video clip via You Tube (K1). The follow-on feedback I received from some
students (via follow-up focus groups and informal chats) suggested using this strategy
helped them to concentrate more effectively and, in addition, made the learning
experience more enjoyable.
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Sample case study extract (Senior Fellowship application)
Most obviously I enjoyed the opportunity and challenge of being an academic leader in my
role as a Director of Studies/Associate Head of School. It required me to lead a dispersed
academic team, and to manage a curriculum which engaged 500+ students/annum in full
and part-time programmes across academic levels. Success was variously evidenced,
including student evaluations – module, award and programme, feedback from employers,
recruitment/retention data, external examiner scrutiny, annual reporting and institutional
review. The role also required me to operate collaboratively across the
School/Faculty/University and to represent the University and its mission in informal
discussions, at formal meetings and at strategic events. In addition, it necessitated skills in
change management, evidenced, for example, in driving the School’s research, scholarship
and knowledge transfer agenda. My achievements included:




working with School staff to increase numbers of publications and presentations at
conference year on year;
actively championing an increase in numbers of staff progressing on to postgraduate
study;
encouraging an increase in numbers of staff taking up external examiner and/or
consultancy posts;
instigating the School’s annual research conference.
In 2009 and 2010, I researched and formulated an Employability Strategy for the subject
group, and I have continued this focus on equipping students for careers success. In
January 2014, for example, I identified the need for us to help some of our students who
wish to enter the teaching profession after graduation. Given the intense competition to
gain places on postgraduate teacher training courses, it was vital these students get
placement experience to strengthen their applications. I identified this need and initiated a
multi-pronged response: I ran workshops alongside Careers to help students
independently obtain placements and to reflect on placement experience, and I worked
with the School Placement Officer and two local high schools – one private school and one
state school – to obtain specific placement opportunities for our students. It was highly
successful, and typical student feedback included, “I absolutely loved it. It was a brilliant
insight into how… schools work”. This programme will be extended next year to additional
schools and will feature both primary and secondary placements.
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015
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i
Note 3: Reference List
Please use this section to reference any literature (including your own) that you have cited
within the case studies.
i
Note 4: Record of Professional Activities
See Appendix 2 of this Handbook for guidance on completing the Record of Professional
Activities.
i
Note 5: Referee Information
Please provide the name and job title of each of your referees. Remember to obtain the
references from your referees in good time and to submit them along with your completed
application form. See Appendix 5 for the Guidance Notes and Pro Forma for Referees for
further information.
i
Note 6: Submitting Application Form
Please submit your completed application form to the ENroute Submissions Moodle site.
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015
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APPENDIX 4
Guidance Notes: Dialogue Option
What is the Dialogue option?
This is the opportunity to present your claim for Fellowship in spoken form through a
dialogue with two Reviewers. To support and inform your dialogue you are required to
complete a Record of Professional Activities (see Appendix 2) and to create a presentation
page in Mahara, Edinburgh Napier’s Portfolio tool. The Mahara Collection of Pages – the
Record of Professional Activities and your presentation page together – provide a
springboard for your dialogue. Your claim is reviewed on the basis of what is discussed
during the dialogue together with your Record of Professional Activities, supported by your
references.
How can I prepare for the Dialogue?
There are two aspects to the Dialogue: the preparation of your Mahara Collection of Pages
and the dialogue with your reviewers about your practice based on the UKPSF.
To prepare your pages in Mahara, visit the ENroute Application Support Moodle site for a
range of support resources and ‘how to’ videos.
To prepare for the dialogue, participate in one of the ENroute Mentoring Circles. Mentoring
Circles will support you to critically reflect on your practice in relation to the UKPSF and to
consider in detail how you meet the relevant Descriptor. You can also take part in a
dedicated Dialogue Workshop to gain further advice and practice, and access a Dialogue
video on Moodle for an illustration of the process.
How do I indicate I’m ready for the Dialogue?
The Mahara guidelines on the ENroute Application Support Moodle site provide details of
how to submit your Mahara Collection of Pages to the ENroute Submissions Moodle site.
Who are the Internal Reviewers?
Reviewers are colleagues from Schools across Edinburgh Napier who have HEA Fellowship
and have undertaken reviewer training. Your two Reviewers will be people from a different
School or Professional Service to your own. This will avoid any conflict of interest in addition
to supporting the development of a wider culture of learning and teaching across the
University.
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Where and when will the dialogue take place?
The dialogue will take place in a quiet private room at a mutually convenient date. The date
and time will be arranged between you and the two Reviewers following the submission of
your application.
How will the dialogue be structured?
The Reviewers will have your presentation page open during the dialogue. This will provide
the basis for opening questions and further discussion. You need to be prepared to think on
your feet during the discussion and to respond to the evolving direction of the conversation.
The dialogue is likely to last between 45 minutes and an hour and will be audio-recorded for
audit and moderation purposes. Further information about the recording and storage of
dialogues is available on Moodle.
When will I know the outcome?
The decision of the Reviewers will be recorded after the dialogue using the ENroute
Reviewer Decision Making Sheet (Appendix 6) and submitted to the ENroute Applications
Review Board for ratification. You will be informed of the ratified decision via email within
three working days of the Board meeting, with your line manager copied in.
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015
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APPENDIX 5
Guidance Notes and Pro Forma for Referees
Thank you for agreeing to take on the role of referee for an application for fellowship of the
Higher Education Academy (HEA) via ENroute. ENroute is Edinburgh Napier University’s
Professional Recognition Framework, designed to enable staff involved in teaching and
supporting learning to apply for one of three categories of HEA fellowship.
Your role as referee is to provide a peer review of the applicant’s experience and
achievements in teaching and supporting learning in higher education, drawing on your
knowledge of the applicant. You are also asked to comment on and substantiate the
applicant’s Record of Professional Activities. This provides an overview of the applicant’s
current and recent practice in teaching and supporting learning mapped against the
Dimensions of Practice in the UK Professional Standards Framework (UKPSF). You are also
requested to offer your view on the extent to which the applicant meets the Descriptor for
the relevant category of fellowship. The Descriptors are contained within the UKPSF and
relate to fellowship categories as follows: Descriptor 1 – Associate Fellow; Descriptor 2 –
Fellow; Descriptor 3 – Senior Fellow.
The applicant will provide you with the following documents and information:





Fellowship category they are applying for
Completed Record of Professional Activities
UK Professional Standards Framework (UKPSF)
ENroute Guidance Note and Pro Forma: Referees
Date the reference is required by
To complete your reference:

Examine the Record of Professional Activities – does it provide an accurate picture of
the applicant’s experience and achievements in teaching and supporting learning?

Consider the UK Professional Standards Framework (UKPSF), including the Dimensions
of the Framework and the Descriptor relating to the category of fellowship applied for.
Do the Dimensions underpin the applicant’s practice in teaching and supporting
learning? Does the applicant meet each clause of the Descriptor relating to the category
of fellowship they are applying for?

Complete the Pro Forma below to offer your view on the above (approx. 500 words).
Please provide practical examples to support your comments wherever possible.

Email your completed form to the applicant to include as part of their submission.
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015
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The ENroute reviewers may contact you to discuss the reference.
If you do not have time to take on the Referee role or do not feel in a position to comment
upon the applicant’s work, then please decline the request.
If you have questions the applicant is not able to answer, please contact Rachel Murray,
Coordinator, Academic Professional Development on enroute@napier.ac.uk or x6347.
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015
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ENroute Referee Proforma
Applicant name:
Category of application:
Associate Fellow / Fellow / Senior Fellow
Reference: Please use details from the applicant’s Record of Professional Activities as the basis
for your statement. Please also comment on the extent to which they meet the relevant
Descriptor in the UK Professional Standards Framework. Approximately 500 words.
Do you consider the applicant has met the appropriate criteria?
Yes / No
Your name:
Position/Institution:
Email:
Date:
In what capacity do you know the applicant?
Note: This Guidance Note and Pro Forma can be downloaded in a single Word file from the
ENroute Application Support Moodle site.
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015
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APPENDIX 6
ENroute Reviewer Decision Making Sheet
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ENroute Reviewer Decision Making Sheet
Applicant name:
Category of application:
Associate Fellow / Fellow / Senior Fellow
Review option:
Professional Dialogue / Documentary
Reviewer name:
Date:
Dimensions of Practice
Evidenced
Not Evidenced
Discuss with 2nd
Reviewer – Y/N
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
developments in
subjects/disciplines and their
pedagogy, incorporating research,
scholarship and the evaluation of
professional practices
Core Knowledge
K1
The subject material
K2
Appropriate methods for teaching
and learning in a subject area and
at the level of the academic
programme
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K3
How students learn, both generally
and within their
subject/disciplinary area(s)
K4
The value and use of appropriate
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 evidence-informed
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
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015
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Descriptor clauses
Evidenced
Not Evidenced
Discuss with 2nd
Reviewer – Y/N
Associate Fellow – demonstrates an understanding of specific aspects of effective teaching,
learning support methods and student learning. Evidence provided of:
l
Successful engagement with at
least two of the five Areas of
Activity
ll
Successful engagement in
appropriate teaching and practices
related to these Areas of Activity
lll
Appropriate Core Knowledge and
understanding of at least K1 and
K2
lV
A commitment to appropriate
Professional Values in facilitating
others’ learning
V
Relevant professional practices,
subject and pedagogic research
and/or scholarship within the
above activities
Vl
Successful engagement, where
appropriate, in professional
development activity related to
teaching, learning and assessment
responsibilities
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Descriptor clauses
Evidenced
Not Evidenced
Discuss with 2nd
Reviewer – Y/N
Fellow – demonstrates a broad understanding of effective approaches to teaching and
learning support as key contributions to high quality student learning. Evidence provided of:
I.
Successful engagement across all
five Areas of Activity
II.
Appropriate knowledge and
understanding across all aspects of
Core Knowledge
III.
A commitment to all the
Professional Values
IV.
Successful engagement in
appropriate teaching practices
related to the Areas of Activity
V.
Successful incorporation of subject
and pedagogic research and/or
scholarship within the above
activities, as part of an integrated
approach to academic practice
VI.
Successful engagement in
continuing professional
development in relation to
teaching, learning, assessment
and, where appropriate, related
professional practices
I.
Successful engagement across all
five Areas of Activity
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Descriptor clauses
Evidenced
Not Evidenced
Discuss with 2nd
Reviewer – Y/N
Senior Fellow – demonstrates a thorough understanding of effective approaches to teaching
and learning support as a key contribution to high quality student learning. Evidence provided
of:
I.
Successful engagement across all
five Areas of Activity
II.
Appropriate knowledge and
understanding across all aspects of
Core Knowledge
III.
A commitment to all the
Professional Values
IV.
Successful engagement in
appropriate teaching practices
related to the Areas of Activity
V.
Successful incorporation of subject
and pedagogic research and/or
scholarship within the above
activities, as part of an integrated
approach to academic practice
VI.
Successful engagement in
continuing professional
development in relation to
teaching, learning, assessment,
scholarship and, as appropriate,
related academic or professional
practices
VII.
Successful co-ordination, support,
supervision, management and/or
mentoring of others (whether
individuals and/or teams) in
relation to teaching and learning
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Independent reviewer decision (please circle):
Successful
Minor amendments
Major amendments
Claim not yet ready
Agreed decision between reviewers (please circle):
Date:
Successful
Minor amendments
Major amendments
Claim not yet ready
Decision agreed by Internal Reviewers; application selected for external reviewer:
Yes / No
Feedback:
The applicant will receive a standard letter from the Chair of the Review Board.
If the agreed decision of both Internal Reviewers is that the claim is not yet successful, then you
are asked to summarise here the reasons for your decision. The applicant will receive this
feedback in written form and be offered the opportunity to speak with one of you, so that the
chance to develop and resubmit is afforded.
Internal Reviewer:
Date:
Internal Reviewer:
Date:
ENroute Handbook: A Guide to Gaining Fellowship of the HEA, May 2015