1. Accreditation and the Professional
Standards Framework

2. • HEA accreditation service is well
used by the HE community but
there are other routes to
accreditation, which the HEA
welcomes.
• HEA does not espouse a one size
fits all approach – provision varies
across the sector.
• PSF, with its origins and
ownership in the sector, has the
potential to be a key indicator of
ongoing commitment to teaching
and supporting learning, as well
as giving confidence that minimum
threshold standards have been
met by academic staff. 2
Accreditation & PSF

3. • ACCREDITATION applies to a programme, course
or scheme.
3
Accreditation
It applies to the outcome of the process whereby such a
programme or scheme is accredited by the HEA as
meeting the requirements of the PSF and thus entitles
successful participants to be ‘recognised’ as Associate
Fellows, Fellows, Senior Fellows or Principal Fellows of the
HEA. The term always applies to a programme or scheme
to develop academic staff and never to an individual or
group of individuals.

4. Sector Trends
“From Uniformity to Diversity”
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Sector norm
60 credit Postgraduate
Certificates at D2 for new
lecturers, some with embedded D1
opportunities
Now
Modules/courses at D1 (for GTA’s,
Researchers, support staff) with
progression to, or embedded in,
PG Cert
Retention of PG Cert as route to
D2, increasing use of work-based
learning

5. “Growing importance of CPD Schemes”
D1 to D4
• Some with embedded taught routes, others
operate separately from taught qualifications
• Some allow direct applications to HEA via
Individual Recognition route,
• Varied levels of integration with institutional
Human Resources processes
Sector trends cont‟d
5

6. • Accreditation demonstrates that institutional
professional development provision is
explicitly aligned to the PSF
and that:
• The institution offers both initial and on-going
opportunity for their staff to establish and
enhance the professionalism of their
teaching in line with national benchmarks.
Accreditation
6

7. HEA Accreditation is a process of assessing an
institution’s rationale for, and content of, its
professional development provision, whether
formally taught through modules and
programmes or demonstrated through broader
CPD schemes and frameworks.
(formally ‘taught’ vs. informally ‘caught’)
Accreditation cont‟d
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8. • Stage 1 - Preparatory phase - institutional
reflection and decision making
• Stage 2 - Submission of full documentary
case for accreditation
• Stage 3 - Judgment through HEA
Accreditation Panel meeting
• Stage 4 - Completion phase in response to
Panel decisions
Accreditation Process
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9. 9
Accreditors (Reviewing
submissions)
The HEA contracts a pool of
Associates, known as Accreditors, to
act as independent reviewers. They
are contracted by the HEA on the
basis of their:
1) Current knowledge and scholarly
understanding of the UK higher
education sector (and/or college-
based higher education), including
knowledge of policy and issues of
recent, current and emerging trends
in higher education professional
development for staff supporting the
student learning experience.
2) Knowledge and scholarly
understanding of the UK Professional
Standards Framework (UKPSF) for
Teaching and Supporting Learning in
Higher Education.

10. And their ability to:
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Accreditors cont‟d
Make informed judgements
about the quality and
relevance of varied and
often complex applications.
Work effectively with
colleagues to ensure timely
and positive outcomes.

11. In addition:
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Detailed guidance
notes for institutions:
• Advice
• Criteria and explanations
• Forms
Accreditor training and
guidance:
• Advice
• Criteria and protocols
• Forms

12. Provision is designed and implemented in a
way that:
• enables participants to engage with, and be
judged against, dimensions of the UKPSF;
• ensures judgments leading to professional
recognition are equitable, transparent and
robust;
• includes support and training for those
making such judgments.
Explicit alignment
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13. 13
A diversity of approaches:
Sector Trends
13
From formally taught:
• Credit-bearing individual
modules/ programmes at D1
• PGCerts at D2 for new lecturers,
some with embedded D1
opportunities
To include the informally „caught‟:
- Accelerated progression on
PGCert
- Routes to recognition for more
experienced staff
- Practice-based evidence of
effectiveness
- CPD schemes that integrate and
cohere elements of provision

14. Integrated
• in processes
• in practice
Well understood
• by applicants
• by those making the
judgements
• by senior managers
everywhere it operates
Externality
Features of Good CPD Schemes
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15. 15
Perceived Benefits
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Wider reach
• PGCerts limited in scope
• needs of more experienced
staff addressed in more
appropriate ways
• CPD enabled and expected
Recognition
• of development of skills,
understanding, knowledge
and effectiveness
Reward
• for engaging in wider
developmental practices
and strategic enhancement
Progression
• beyond induction and
probation

16. 16
Northern Group
Sheffield Hallam
Edinburgh
Durham
West Scotland
Salford
Southern Group
Exeter
Southampton
Falmouth
Bedford
Arts University Bournemouth
HEA CPD Initiative 2010 - 2011
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Accredited
In system
Work in progress
Dormant

17. 17
HEA CPD Initiative 2011 - 2012
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Northern Group
Glasgow Caledonian
York St John
Ulster
LIPA/Rose Bruford
Midland Group
Aston
Nottingham Trent
Staffordshire
Worcester
Southern Group
Essex
University of West London
Canterbury Christ Church
Open University
Accredited
In system
Work in progress
Dormant

18. 1818
Accredited CPD Schemes
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Descriptors 1 to 4
Aston
Bradford
Glasgow Caledonian
Robert Gordon
Cardiff Metropolitan
East London
Essex
Exeter
Nottingham Trent
Oxford Brookes
Plymouth
Southampton
Staffordshire
West London
York St John
(15)
Descriptors 1 to 3
Cumbria
Central Lancashire
Derby
Glamorgan
Leeds Metropolitan
Lincoln
Sunderland
Teesside
UCL
(9)
Descriptors 1 & 2
Chester
Glyndwr
Greenwich
Kent
Roehampton
Sheffield Hallam
(6)

19. 191919
CPD Schemes
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Accredited
30 institutional
schemes
Almost Complete
Bedford
Canterbury Christ
Church
Edinburgh Napier
Falmouth
Glasgow
Ulster
Portsmouth
Work in Progress
Aberystwyth/Bangor
Anglia Ruskin
Coventry
Durham
Edinburgh
LIPA/Rose Bruford
Open University
QMU, London
West Scotland
Worcester

20. In summary assessment processes should be:
And have externality and moderation as part of QA&E
Accreditation of CPD Schemes
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Robust Transparent
Equitable
Made
against the
PSF

21. Example submission exercise
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