Promoting professional development in the UK and internationally

• HEA role in supporting professional development for those involved in teaching and/or supporting learning in HE

• CPD and the PSF

• TNE Research

• Internationalising the HEA

Session overview

HEA role and priorities

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To use our expertise and resources to support individual staff, disciplinary and interdisciplinary teams and higher education communities and institutions in general to enhance the quality and impact of learning and teaching

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HEA Mission

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Strategic priorities 2012-16

To inspire and support effective

practice in learning and

teaching

To recognise, reward and

accredit excellent teaching

To influence policy, future thinking and

change

To develop an effective,

substantial organisation

that is relevant to, and valued

by, higher education

KEY PRIORITIES

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Key priorities 2013-14

25% of academic

staff undertake

CPD aligned to the UKPSF.

All of our research into

higher education

learning and teaching has an

impact on policy or practice.

Engagement with institutions in teaching and

learning development

activity accounts for at least 90% of students studying

for a UK higher education

qualification.

CPD and PSF

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Professional development leading to professional recognition provides a

benchmark for individuals and

institutions, and gives the general population and students themselves

confidence that they are being supported by

qualified, capable and competent

professionals.

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Why is continuing professional development important?

• The UKPSF has been influential across the sector in changing institutional practice.

• An overwhelming majority of respondents (84%) claimed that the UKPSF had led to changes to academic development, learning, teaching or the student experience within their institution for which they had evidence.

• The top four areas where change in practice was reported were: • shaping accredited courses (70%)• influencing institutional CPD frameworks (67%)• supporting reward and recognition (47%)• influencing institutional strategy and policy (44%). 9

What does the HE community think of the PSF?

(UKPSF Impact Study, 2013)

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Trends

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Remaining in good standingActivity Timing

Code of Practice Launch of Code of Practice 2013/14

Accreditation CPD Schemes to support Fellows to remain in good

standing

2013 – 2016Rolling

programme

HEA CPD Aligning CPD to UKPSF Pilot 2013/14Range 2014/15

External CPD(Dual badging)

Aligning CPD to UKPSF

Develop approval/kite marking system

2013/14  

2014/15

Collaborative approach to Fellowship

Explore potential for external recognition and

use of HEA Fellowship

2014

Individual Fellows System for Fellows not in a subscribing university

2014

TNE Research

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Research aims: to explore the current and prospective ways in which UK higher education providers can ensure equitable student learning experiences and teaching excellence in transnational arrangements.

Question: How can UK higher education providers ensure high quality learning and teaching in overseas contexts?

(Literature, good practice, challenges, support required) 15

Enhancing student learning and teacher development in transnational arrangements

• PVC/DVC survey focusing on internationalisation activity and policy

• Survey of UK HEIs delivering TNE

Who: Heads, managers, or teaching leads of UK-HEI transnational programmes - award or credit bearing educational programmes delivered by the HEI in countries outside of the UK.

What: How many, which countries, provision type, mode of delivery, belief in benefits, remedial action, innovations

• Focus group of lecturers discussing survey questions

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Data collection

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Survey:

• Types of provision, arrangements and context

• Significant challenges in delivering TNE

• Comparisons between TNE and home provision

• Improving TNE

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Challenges experienced by staff delivering TNE

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TNE: maintaining standards

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TNE: comparisons

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Findings summary - themes

• Familiar challenges: student expectations, parental expectations, UK staff inertia

• UK degrees - Excellent reputation - impact – cost

• Widening access through TNE

• Challenges for students – learning styles and expectations

• TNE for what? The future for graduates?

• Fit for purpose programmes – the right product?

“gradual… move away from validating the franchise types of provision towards genuinely dual and joint awards”

“two providers thinking of developing a course and delivering it in a third country…filling a gap in the region where it’s not possible to get a partnership on the same level”

“more collaborative designing of the curriculum.”

“…transformative partnerships....” 22

The future?

HEA Internationalisation

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• Internationalisation theme activity• E.g. grants (teaching development, international

scholarship, doctoral); seminar series; SIGs; TIS; research (NSS, TNE); Summit; publications (e.g. Going Mobile)

• International Business Development• Plan approved; scoping visits; consultancy, subscription.

• International activity• Conferences, projects, visits, research, overseas based

fellows

• A UK based organisation• Communications becoming international; systems being

revised; partnership management.

• Sector engagement • Support requested for internationalisation activities and

ensuring equity of student experience and particularly the quality of teaching in TNE arrangements.

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Where are we now?

• Australia

• Malaysia

• Thailand

• Singapore

• Vietnam

• Oman

• Bahrain

• China

• Dubai

• Qatar

• USA

• South Africa

• Saudi Arabia

• Europe

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International engagement

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Benchmarking Project: Promotion Criteria

Seminars& visits

OLT

ANU

Australia

‘An internationally relevant organisation, operating in an increasingly global sector’

• Known and valued internationally – participating in an international community of practice supporting and developing learning and teaching in higher education

• Offering excellent services remotely and in country

• HEA Fellowship is internationally recognised: • commitment to professionalism in teaching and

learning in higher education• an indicator of professional identity for higher

education practitioners

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Where do we want to be?

“The High Level Group was particularly inspired by the activities of the Higher Education Academy in the United Kingdom …….. especially for their potential for networking and developing new pedagogical approaches.”

Report to the European Commission on improving the quality of learning and teaching in HE institutions (2013)

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Modernisation of Higher Education in Europe

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How do we get there?

Operationalise

the plan

Systems

UK sector engagement

International engagement

Business development

Partnerships

Research and development

• International: Sarah Parkinson sarah.parkinson@heacademy.ac.uk

• Accreditation: Kathryn Harrison kathryn.harrison@heacademy.ac.uk

• Recognition: Raj Dhimar Rajesh.dhimar@heacademy.ac.uk

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Contacts