1. 17th Annual SEDA Conference 2012
Excellence in Teaching: recognising, enhancing, evaluating and
achieving impact
Raj Dhimar and Nigel Purcell
15 and 16 Nov

2. Rewarding teaching: developing the
identity if Higher Education Academy
Fellows

3. Workshop aims
• Better understand - UKPSF/Professional
recognition
• Dialogue about value of teaching awards and
Fellowships
• Develop thinking on how individuals, teams and
departments can be rewarded for their teaching
• Consider systematic approaches to rewarding
teaching within institutions and beyond
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4. Key issues - rewarding staff
Few national systems
which promote the
importance of teaching
at multiple stages
(Young, 2006)
Institutional reward
processes are seen to
be inadequate, despite
progress in policies
(Ramsden, 2008)
UK Government
promotion of teaching
in HE (DfES 2003, BIS
2009, 2011)
Perception of teaching
in UK HE is valued and
rewarded too little, both
culturally and in HR
promotion (Gibbs 2003)
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5. The UK Professional Standards
Framework and Professional Recognition
Scheme
What is it?
Why is it
important?
Uses of the
Framework
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6. What is the UKPSF?
 Describes the professional role of
‘teaching and supporting learning’ in HE
…
 Practitioner perspective …
 3 x Dimensions
construct…
 4 x Descriptors comprehensively
covering teaching and learning support
roles within HE.
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7. What is it for?
The UKPSF provides a means to:
• Benchmark
• Develop
• Recognise & reward …
teaching and learning support roles
within HE.
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8. Key changes to the UKPSF
• Clarified terminology – e.g. ‘SD’ – now ‘D’
• D1 and D2 enhance clarity – explicit link
to Dimensions of the Framework
• D3 revised + new D4
• 2 new Fellowship categories – Senior and
Principal Fellow
• PF (D4) = Strategic impact
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9. Concise
Comprehensiv
e
Strategic
Developmental
Coherent
Practic
al
Legitimate
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10. Some key uses to date
• Development/operation of
institutional CPD
Frameworks to enhance
learning and teaching
• Engagement with
recognition scheme that
provides opportunities for
staff to demonstrate their
professionalism against
the UKPSF at different
points in their career
Over 38,000 individuals
have been recognised as
AF, F, SF or PF of the HEA
– demonstrates a valuable
indicator of professional
identity for those engaged
with teaching and learning
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11. Professional Recognition of The
HEA
The HEA recognises staff against The UKPSF in two
ways:
1. The individual experience route:
• HEA – offers recognition against each of the UKPSF Descriptors
as AF, F, SF and PF. Application process available –
http://www.heacademy.ac.uk/professional-recognition
• Submission of evidence based on an Account of Professional
Practice, supported by referees or advocates and assessed by
peer accreditors
2. Through successful completion of an accredited
institutional provision
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12. Update on recognition – developing
identity
Good Standing
Code of Conduct
Developments
UKPSF Impact Study
Consultancy
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13. Over to you – your context
• How can we better reward and recognise those engaged
in HE learning and teaching?
• In tables identify, discuss and record (on flipchart) new
ways or schemes in which the following groups can be
rewarded:
- Individuals
- Teams
- Departments
- Institutions (HE providers)
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14. Individuals
Teams
Schools/Faculties
HE Providers
• Identify what resources will be required. Who will need to be
involved? When and how will it happen?
• Be prepared to feedback a short summary of your group’s
discussion.
• Identify how the reward be achieved and what might it be
called?
• Identify some criteria and procedures to judge it
• Identify any issues and challenges with implementing the
awardit
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