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Accrediting the UKPSF for a Master and Doctorate of Academic Practice

Accrediting the UKPSF for a Master and Doctorate of Academic Practice. Sally Bradley, Sheffield Hallam University Sandy Cope, University of Derby Karin Crawford, University of Lincoln Andrew Rothwell, Coventry University. Presentation Overview. REACH network: who we are and what we do

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Accrediting the UKPSF for a Master and Doctorate of Academic Practice

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  1. Accrediting the UKPSFfor a Master and Doctorate of Academic Practice Sally Bradley, Sheffield Hallam University Sandy Cope, University of Derby Karin Crawford, University of Lincoln Andrew Rothwell, Coventry University

  2. Presentation Overview REACH network: who we are and what we do An uncertain future? UKPSF and a Doctor of Academic Practice Evidencing CPD or underpinning agility?

  3. Some questions: • Is Standard Descriptor 3 relevant to the UK HE sector? • How can we use it and adapt it to suit our own university strategic needs? • What structure is appropriate?

  4. University of Derby Context • Post 1992 University • University Derby Corporate • FE School • East Midlands Region • Relatively low proportion of population of experience in HE • The 18 year old population will grow till 2009/10, followed by 10 years of rapid decline • Potential significance of rural isolation • Substantial and growing proportion of young people taking ‘non-traditional’ level 3 qualification, needing alternative routes into HE

  5. Staff Teaching Implications • Need to be varied and agile and relevant to our ‘target student’ • Need a framework for guidance as a ‘signpost’ in ways to develop • Need to grow our externality in HE community • Research shows we need to grow our staff confidence in what we do well

  6. From Dr Rothwell’s presentation

  7. The future isn’t always what we expect – or predict: • Research showed that a significant number of staff were undertaking and paying for development themselves • Government policy in education changes quickly • Expectations of the public are changing • Credit Frameworks need to be able to cope with change without being constantly modified

  8. Programme/Award ILO’s E A Role related E B A University related N Negotiated Route (A) Negotiated Route (B) Suggested Framework (EA – Existing Faculty A, EB – Existing Faculty B, A – APEL, N – negotiated) Adapted, Raban, 2007)

  9. Typologies

  10. University Related • Curriculum Design and Learning Outcomes • Internationalisation • Employability

  11. Role Related • Subject Manager • Programme Leader • Lecturer • Associate • UDC • Learning Support

  12. Subject Related • LTA in the subject area • Pedagogic • MEd, EdD, MBA, DBA modules • Own L. O.’s written to our SD3 Framework

  13. Payment • Wholly university • Part and part • Wholly individual

  14. CPD or HRD • Does it really matter ? • CPD engagement can be because of an individual driver or an institutional driver • Individual - to move around sector • Institutional - to move around university

  15. Discussion • What implications would there be in your own institutions? • Is it an ‘in-house’ model of WBL? • The use of core modules - valid? • Where would it ‘sit’?

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