UKPSF for Teaching and Supporting Learning: from PG Certificates to provision at all levels Liz Shrives SEDA Executive Higher Education Consultant Staff and Educational Development Association 1

Where are we at the moment? Postgraduate Certificates Current HE Context What we have learned? What works in academic staff development Processes of change The professional context of learning UKPSF How do we meet the current challenges? Engagement of all teaching staff Three Key Questions 2

Where are we at the moment? Group work Reflection What we have learned? Case studies Group work How do we meet the current challenges? Case studies Group activities Personal reflection Three Key Questions 3

What have they achieved ? What have they enabled us to do? What have we learned from them? What challenges do they give rise to in the current climate? Celebrating Post Graduate Certificates V Challenges of moving to provision at all levels How has the ‘climate’ changed ? What are the current key influencing factors and drivers? What do we have to change and/or be able to do? How can we use what we have learned from Postgraduate Certificates? 4

2012 Positioning What have we learned from Postgraduate Certificates? Nature of the impact? What has been successful? What is valued? Process v Content What else can be thrown into the mix: Links and influences? 5

2012 Positioning: Current Challenges for Institutions What is Higher Education ? Wider implications of Government policy White Paper in England Fees and student numbers Nature of students Institutional identity USP of institution Research and Teaching Impact on future financial position Immediate Financial Squeezing Resources pressures Accountability Professional development of academic staff: identity and engagement value pressures of the ‘job’ preparedness for change academic leadership ‘Quantifiability’ 6

2012 Positioning Increasing conceptual understanding, research and scholarship in higher education : Organisational development The nature of change Theories of professional learning Academic identities Nature of careers and career pathways Educational development as a discipline Scholarship of learning and teaching Technology 7

The context of Professional Development Variable definitions and understandings Non formal social learning (Eraut, Knight ) Institutional commitment Changing nature of roles Disciplinary contexts Motivation and perceived values Recognition through professional Framew orks 2012 Positioning: ? The context of academic staff development: Increasing capability and understanding Strategic approach Learning in the professional context through professional practice Opportunities and support for professional learning and development Complexity and Uncertainty 8

Professional Development at all Levels Principles Expectations The Scheme Enablers 9

Principles: To simultaneously meet personal, professional and institutional objectives To have active support from staff, management and unions To recognize the competing demands from teaching, administration and research To be collegial in emphasis, promoting a developmental and supportive ethos To recognize the depth and breadth of activities that constitute and support professional development To integrate where possible and appropriate the requirements of professional standards and professional bodies To build on current structures and recognized professional activities 10

2012 Positioning: Staff groupExpectationsExternal recognition Part time staff with less that 0.4 teaching contract and GTAs Complete induction and demonstrate Descriptor 1 normally through Graduate Certificate Associate of the Academy Part time staff with greater that 0.4 teaching contract Academic support staff Complete induction and demonstrate Descriptor 2 normally through Postgraduate certificate or CPD scheme Fellow of the Academy Programme leadersDemonstrate Descriptor 3 through CPD Scheme Senior Fellow of the Academy Senior Academic leadersDemonstrate Descriptor 4 Normally through Academic Leadership programme Principle Fellow of the Academy 11

Accreditation 2012 Programmes/ProvisionD1D2 D3D4 Other CPD Frameworks 12

Critical Success Factors Define the value and purpose of CPD Relevance and benefit to busy individuals Identifying the framework of value/currency Equity and appropriateness at each level Clarity and coherence Develop a common understanding - know what it is when you see it! Acknowledging, valuing and building on what is there Being strategic Link to institutional priorities and values Build advocacy at all levels Develop learning communities Maintaining standards with cost efficiencies Making the UKPSF work for you..... ©Liz Shrives 13

14 The Higher Education Academy Accredited Provision (at 23 April 2012) Descriptor 1189 provisions Descriptor 2230 provisions Standard Descriptor 3 30 provisions (not yet converted to D3) Descriptor 41 provision CPD Frameworks17 Institutions Professional Recognition Associates3,729 Associate Fellows21 Fellows30,200 Senior Fellows47 Principal Fellows4

15

16 Addressing levels and different staff groups Issues and successes around engagement Key challenges in institutions Frameworks and Processes