Promoting professional development in the UK and internationally

1. Promoting professional development in the UK and internationally

2. Session overview • 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

3. HEA role and priorities

4. HEA Mission 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

5. To develop an effective, substantial organisation that is relevant to, and valued by, higher education To inspire and support effective practice in learning and teaching To recognise, reward and accredit excellent teaching To influence policy, future thinking and change KEY PRIORITIES Strategic priorities 2012-16 5

6. Engagement with institutions in teaching and learning development activity accounts for at least 90% of students studying for a UK higher education qualification. All of our research into higher education learning and teaching has an impact on policy or practice. 25% of academic staff undertake CPD aligned to the UKPSF. Key priorities 2013-14 6

7. CPD and PSF

8. Why is continuing professional development important? • 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.

9. What does the HE community think of the PSF?(UKPSF Impact Study, 2013) • 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%).

12. Trends

13. Remaining in good standing 13

14. TNE Research

15. Enhancing student learning and teacher development in transnational arrangements 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)

16. Data collection • 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

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

18. Challenges experienced by staff delivering TNE

19. TNE: maintaining standards

20. TNE: comparisons

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. The future? “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....”

23. HEA Internationalisation

24. Where are we now? • 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.

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

28. Where do we want to be? • ‘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

29. Modernisation of Higher Education in Europe “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)

30. How do we get there?

31. Contacts • International: Sarah Parkinson sarah.parkinson@heacademy.ac.uk • Accreditation: Kathryn Harrison kathryn.harrison@heacademy.ac.uk • Recognition: Raj Dhimar Rajesh.dhimar@heacademy.ac.uk