1. Dr Dilly Fung Head of Academic Development D.Fung@exeter.ac.uk Accrediting Staff Professionalism In Research-Led Education

2. About ASPIRE: Development and Principles About ASPIRE: Development and Principles

3. Accrediting Staff Professionalism In Research-Led Education Full HEA accreditation against all four UKPSF descriptors achieved January 2012

4. Principles of ASPIRE at Exeter A genuinely developmental framework based on peer dialogue Recognition of diversity of applicants: a flexible, inclusive scheme Resourced appropriately with specialist staff Led by both the academic and professional community Aspiring to lead in the sector

5. About ASPIRE: How does the scheme work for applicants? About ASPIRE: How does the scheme work for applicants?

6. Four levels of ASPIRE Fellowship : mapped to HEA Fellowships Associate Descriptor 1 Able to provide evidence of success and effectiveness in relation to their professional role, which will include at least some teaching and/or learning support responsibilities, sometimes but not always with assistance from experienced teachers or mentors. Fellow Descriptor 2 Able to provide evidence of broadly based success and effectiveness in their substantive teaching and learning support role(s). They may be members of one or more academic teams or professional services staff who support the education of students. Senior Fellow Descriptor 3 Able to demonstrate a sustained track record of success & effectiveness in teaching and/ or organisation & management of specific aspects of teaching and learning provision. Principal Fellow Descriptor 4 Able to evidence a sustained and successful track record of impact as strategic leaders and managers, with a particular focus on teaching, learning, assessment and related areas within and beyond own institution.

7. Fellowships: routes to achievement Learning and Teaching in Higher Education (LTHE) Postgraduate Certificate in Academic Practice (PCAP) Initial Professional Development: accreditation through taught programmes Support from Academic Leads/Line Managers, using PDR (appraisal) processes Summative assessment by panel of experienced staff (academic and professional) ASPIRE: CPD accreditation through submission of evidence to assessment panel Descriptors 1 + 2 Descriptors 1, 2, 3, 4

8. Two routes for claiming an ASPIRE award Written form, including mapping practice against areas of activity, core knowledge and professional values of the UKPSF 4 x 500 word case studies Two detailed references (including one internal reference, backing up specific claims of candidate) Written application Written form, including mapping practice against areas of activity, core knowledge and professional values of the UKPSF Twenty minute presentation to assessment panel, plus 10 minutes Q&A Two detailed references (including one internal reference, backing up specific claims of candidate) Oral application

9. Evidence of ‘professional development’ includes: Peer dialogue and review Analysing feedback from students Attendance of workshops, away days or other events Considering the literature on teaching and learning in HE

10. Feedback Detailed feedback provided to each candidate, on: a)The strengths of their application and professional achievements b)Possible future directions to enhance practice (both quality and range) further in the future.

11. About ASPIRE: How does the University make the scheme work? About ASPIRE: How does the University make the scheme work?

12. Working together: joint approach from Education Enhancement, academics and Human Resources High level university engagement Academic Staff Development Steering Group overseeing this vital area ASPIRE Management Group Engagement of DVC Education and Associate Deans for Education in subject-based Colleges Career Development and Leadership Task and Finish Group: produced new career progression framework, which uses ASPIRE Fellowships as evidence. Engagement with colleagues from across the sector Scheme originally developed with the help of dialogue with colleagues in other HEIs, through HEA pilot, including UEL, Durham, University College Falmouth and University of Southampton

13. Formative support for applicants, to help them build a case through PDR processes Mentoring with Academic Leads for academics Mentoring with line manager for Professional Services staff Developmental activities to build capacity and expertise Central Education Enhancement- run workshops for potential applicants Developmental activities with Academic Leads /line managers Developmental activities

14. Leadership of ASPIRE Managemen t Group Appointment of Quality and Enhancement Officer Development of clear guidelines for assessment panel members; assessors learn through doing Use of external advisers Moderation Moderation process keeps tabs on boundaries between descriptors Sample drawn from range across descriptor levels, type of submission and applicant type Annual quality review Analysis of achievement and feedback data Report to Academic Staff Development Steering Group (along with quality data from accredited taught programmes) Assuring standards

15. Discussion

16. Unexpected benefits

17. Development of applicants The individual applicants have engaged in a number of developmental activities in order to prepare their applications, including ASPIRE workshops. They build new support networks, and access new kinds of developmental opportunities. In receiving detailed feedback from the panel, applicants, whether successful or unsuccessful, receive targeted commendations and advice about future developmental possibilities.

18. Development of senior staff A wide range of senior staff involved in ASPIRE assessment panels - becoming very familiar with UKPSF. An even wider range of staff have become involved as referees – again, promoting familiarity with UKPSF. ASPIRE has enabled us to set up developmental sessions for all Academic Leads (line managers) -a catalyst for genuine and engaged discussion among senior staff, many of whom are research-focused. This enhanced knowledge can feed into the regular PDR (appraisal) meetings.

19. Enhancement of other initiatives Looking at reforming teaching review scheme into a more flexible Peer Dialogue Scheme, more congruent with the ASPIRE scheme. The University has formally revised its reward and recognition structure for teaching staff, so that colleagues who are on teaching-led contracts can attain full recognition at professorial level if they meet certain criteria. ASPIRE/HEA Fellowships form explicit evidence for colleagues’ claims for progression.

20. Most notable challenges

21. Demands resources Be under no illusions – time, money and collaborative strategic planning are needed to do this well Stepping out into the unknown - inventing from scratch takes creative energy Internal publicity strategy: needs to be continually re-worked Responding to others’ interest in the scheme – great to be asked, but also takes time...

22. Demands significant leadership qualities The institution has to have confidence in its own judgements: the scheme (and its leaders) must be accountable Scheme leaders need to believe in their own values and approaches, even under pressure: need a team approach and a genuine commitment to ongoing evaluation and change Effective communication is vital, internally and externally.

23. Discussion