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Promoting professional development in the UK and internationally.

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Presentation on theme: "Promoting professional development in the UK and internationally."— Presentation transcript:

1 Promoting professional development in the UK and internationally

2 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

3 HEA role and priorities 3

4 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 4 HEA Mission

5 5 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

6 6 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.

7 CPD and PSF 7

8 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. 8 Why is continuing professional development important?

9 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)

10 10

11 11

12 12 Trends

13 13 Remaining in good standing ActivityTiming Code of PracticeLaunch of Code of Practice2013/14 AccreditationCPD Schemes to support Fellows to remain in good standing 2013 – 2016 Rolling programme HEA CPDAligning CPD to UKPSFPilot 2013/14 Range 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 FellowsSystem for Fellows not in a subscribing university 2014

14 TNE Research 14

15 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

16 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 16 Data collection

17 17 Survey: Types of provision, arrangements and context Significant challenges in delivering TNE Comparisons between TNE and home provision Improving TNE

18 18 Challenges experienced by staff delivering TNE

19 19 TNE: maintaining standards

20 20 TNE: comparisons

21 21 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?

22 “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?

23 HEA Internationalisation 23

24 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. 24 Where are we now?


26 Australia Malaysia Thailand Singapore Vietnam Oman Bahrain China Dubai Qatar USA South Africa Saudi Arabia Europe 26 International engagement

27 27 Benchmarking Project: Promotion Criteria Seminars & visits OLTANU Australia

28 ‘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 28 Where do we want to be?

29 “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) 29 Modernisation of Higher Education in Europe

30 30 How do we get there? Operationalise the plan Systems UK sector engagement International engagement Business development Partnerships Research and development

31 International: Sarah Parkinson Accreditation: Kathryn Harrison Recognition: Raj Dhimar 31 Contacts

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