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Rationale for the study

Measuring the impact of the UK Professional Standards Framework (UKPSF) for Teaching and Supporting Learning. Rationale for the study. Purpose and scope. The project aimed to establish: . Summary of research. What did the evaluation consist of?.

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Rationale for the study

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  1. Measuring the impact of the UK Professional Standards Framework (UKPSF)for Teaching and Supporting Learning

  2. Rationale for the study

  3. Purpose and scope The project aimed to establish:

  4. Summary of research

  5. What did the evaluation consist of?

  6. Key findings from institutional representatives survey

  7. “The principal value of the UKPSF for us is that it provides a focus for professional aspiration which celebrates excellence in learning and teaching. We have this as one of the indicative criteria for promotion at various levels.” “The University has set targets for Fellowships, Senior Fellowships and Principal Fellowships, which means that staff are encouraged to seek recognition. Fellowship status is also part of the new promotion and progression framework in the university”.

  8. Priority areas identified The top four areas where change in practice was reported were… • Respondents also identified other frameworks that were important to the institution. Most notably discipline specific professional standards frameworks and SEDA PDF.

  9. Key findings from staff survey • Overall, results suggest that just over half  of staff (57%) who responded to the question were aware of the framework and a third had knowingly engaged with it. • Respondents identified significant examples of the impact of the UKPSF and over half who had been involved with the UKPSF reported changing the way they undertake learning, teaching and assessment. • Differences found across mission group, discipline and length of employment in HE are outlined in further detail in the report.

  10. Ratings of the extent to which The UKPSF is believed to have changed practice

  11. Case studies…

  12. Opportunities Reasons for valuing the Framework included…

  13. Challenges Challenges with the Framework include… • Fitting it with disciplinary culture, particularly scientific disciplines. • Evidencing Descriptor 3. • Difficulties in aligning the framework with career progression in institutions. • The need for clarification on the relationship between Fellowship of the HEA and the UKPSF. • Areas for further development include opportunities for mid-career and senior academics to engage with the UKPSF and provision for part-time staff and graduate teaching assistants

  14. “The focus of UKPSF upon only the teaching aspects of an academic career has, however, presented us with a challenge. As a research-intensive institution, only a small proportion of our staff define their careers solely through the teaching route. The vast majority have portfolios encompassing teaching and research. We therefore have to deal with the UKPSF as one framework alongside others.” “There seems to be a big jump between the Fellow and Senior Fellow descriptors and some staff are struggling to see where they fit”.

  15. Consideration of results What would be the most constructive responses to the findings be for:a) The HEAb) Institutionsc) Faculties/Schoolsd) Individuals teaching and supporting learning What further questions do the findings raise in your mind? How might the findings be used to inform:a) Your own practice?b) Practice at your institution?

  16. Conclusions

  17. Recommendations • Recommendations • The connection to individual teaching staff could be furthered through relating the UKPSF explicitly to other professional standards relevant to HE. • Increase the profile of the UKPSF to the broader community outside institutionally embedded activities. If awareness of the UKPSF is an aspiration, work will need to be done to increase awareness and allow impact to be recognised where it occurs. • Increase effort to support UKPSF engagement in HE in FE • Engage with disciplinarily in relation to UKPSF • Advice and exemplars of how to ‘evidence’ D3 (SFHEA) and D4 (PFHEA)

  18. Further study • longitudinal observation of HE professionals engaging with The UKPSF • In-depth qualitative work exploring the professional and personal impacts of The UKPSF across different institutions and individual roles

  19. Acknowledgements • The Staff and Educational Development Association (SEDA)Project team – • Nancy Turner, Project Director, University of the Arts, London • Martin Oliver, Research Lead, Institute of Education • Colleen McKenna, HEDERA (HE Development, Evaluation and Research) • Jane Hughes, HEDERA (HE Development, Evaluation and Research) • Holly Smith, Institute of Education • Frances Deepwell, Oxford Brookes University • Liz Shrives, Independent Consultant

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