Are you eligible to apply for Senior Fellowship
of the HEA?
We are always happy to receive expressions of interest in Senior Fellowship of the HEA (SFHEA, or
D3). When making an application, it is important to be aware of the significant differences between
Fellowship (FHEA, or D2) and SFHEA. The HEA explains that FHEA relates to staff with a ‘substantive
teaching and supporting learning role(s) covering all of the Areas of Activity, Core Knowledge and
Professional Values. Descriptor 3 brings in a strong educational leadership (which may not
necessarily be managerial) dimension…’1 It is more challenging and time-consuming to apply for
SFHEA, and it is necessary to have had specific and sustained experience of influencing colleagues’
learning and teaching practices.
FURTHER EXPLANATION FROM THE HEA:
Individuals working towards or attaining Descriptor 3 will normally have a considerable level
of expertise, developed over time, in supporting high quality student learning in all
dimensions of the framework. They will have gained relevant experience through the use of
a range of approaches including, mentoring, coordinating, supervising and managing
individuals and groups. Individuals will evidence the depth and sophistication of their
understanding and demonstrate a sustained and successful engagement with the UKPSF,
indicating specifically how such knowledge, understanding and expertise is used in their
approach to teaching, mentoring and their leadership roles.
Descriptor 3 recognises extended good practice both within the classroom (or learning
environment) and in supporting the student learning experience in a wider context. This
would normally include evidence of effective and significant impact on students, on
colleagues and on the organisation/institution. Evidence of a wider sphere of influence
than the classroom and the student group (the basic expectation for Descriptor 2), is
required here. A relatively limited experience of programme and/or module management,
for example, or in mentoring new staff, will not be sufficient…
1
The Higher Education Academy, ‘Framework Guidance Note 2: What are the UK Professional Standards
Framework Descriptors?’, March 2012, p. 2 (emphasis ours).
https://www.heacademy.ac.uk/sites/default/files/downloads/What%20are%20the%20UK%20Professional%20
Standards%20Framework%20Descriptors.pdf [Accessed 21.07.15]
…Descriptor 2 is primarily concerned with all who teach and is a core expectation, whilst
Descriptor 3 addresses experienced teachers and others who demonstrate leadership in
their learning and teaching practices and related activities. The Descriptor requires
evidence of wider impact, sustained success and influence. This would be the case with
individuals who, for example, have developed and led substantial programmes of teaching
and learning, led cross (and inter-) institutional teaching and learning focused projects,
provided leadership for work in discipline based communities, or those who have led
consultancy for major pieces of pedagogic work in subject associations and professional
bodies.2
2
Ibid., pp. 4-5.
REASONS WHY APPLICATIONS FOR SFHEA MAY BE REFERRED
It is crucial, then, to consider whether or not you have sufficient evidence to meet the criteria for D3
before you make an application. You should also reflect on the following reasons why applications
for SFHEA have been unsuccessful:
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A mistaken assumption is that longevity of employment in HE ought to equate to SFHEA and
/ or role. The HEA are very clear that role does not necessarily equate to level of Fellowship.
SFHEA is not about length of service or seniority;
Some applications lack scholarly evidence; that is, they do not cite the literature of
(leadership of) learning and teaching and explain how it informs practice;
Insufficient evidence of a sustained period of leadership is a problem which affects many
referred applications. An application for SFHEA will not be successful if it provides sporadic
and time-limited examples of leadership from the candidate’s past;
An inability to reflect on and articulate the impact of the candidate’s leadership of, and
influence on, others, both within and beyond the institution, will significantly reduce the
likelihood of a successful application. For instance, some candidates give examples of their
roles in curriculum development but they do not explain how they changed other people’s
teaching and learning practices as part of the process. Successful candidates are able to
provide evidence of their ability to persuade colleagues to change their pedagogic
approaches and of the subsequent positive impact that this has had on the student learning
experience.
Some candidates are reluctant to take ownership of their leadership role in projects /
activities. It is crucial to be able to state the individual role you played in leading initiatives;
there is sometimes a tendency to attribute success to collective efforts. Of course, it is
important to be open and honest about the extent to which the projects you worked on
have been collaborative, but if you are unable to describe your individual contribution to the
leadership of activities and the specific, sustained impact which it has had, your application
is not likely to be successful;
There is a risk of confusing leadership with management. Some applications focus on
examples of activities that could be described more as management of process / people
rather than leadership and change in learning and teaching. Successful applications will be
able to demonstrate the latter; that is, they focus more on strategic than on operational
activities;
Some applications place insufficient emphasis on how the candidate has successfully
encouraged individuals / teams to use suitable pedagogic approaches to enhance their
approaches to teaching and assessment. There is a danger of focusing on subject content as
opposed to pedagogy; that is, on your influence on what your colleagues teach rather than
how they teach it. In-depth subject knowledge or expertise as a researcher in your discipline
do not qualify you for SFHEA;
Related to this, some applications relate professional development primarily to subject
knowledge, but successful applications provide evidence of the candidate’s professional
development in relation to learning and teaching;
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Applications are unlikely to be successful if the candidate fails to articulate their leadership
style, which should be informed by engagement with the literature on leading change in HE.
Candidates should be able to explain why they lead the way they do, and how their
approach enables them to implement educational change and innovation.
If you have any questions about your eligibility to apply for SFHEA, please contact
Rebecca O’Loughlin r.oloughlin@yorksj.ac.uk