Electing to speak: professional dialogue in the context of Fellowship of the Higher Education Academy

Smart, Fiona; Asghar, Mandy; Campbell, Laurie-Ann; Huxham, Mark

doi:10.1080/1360144x.2019.1585356

Cited by 4 publications

(7 citation statements)

References 16 publications

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“…Despite the increasing prevalence of Advance HE accreditation across the sector in recent years, research which examines its impact remains limited [33]. In the UK this has been reflected in a recent emphasis on institutionally-focused evaluation studies examining the impact on individuals of achieving HEA Fellowship, for example, [3,16,[34][35][36][37]. With some notable exceptions [13,38,39], this latter work has so far been largely UK-centric [33], and the wider institutional impacts of Advance HE accreditation have not previously been considered in any large-scale, cross-institutional studies.…”

Section: Historical Contextmentioning

confidence: 99%

Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

Spowart¹,

Turner²

2022

Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

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Institutional accreditation is an integral part of moves to professionalise teaching and learning in higher education (HE). Despite this growing trend, there is a paucity of literature which examines the benefits and challenges of institutional accreditation. In this chapter we draw on survey data collected in 2020 from 55 HE institutions globally which are accredited by Advance HE to award Fellowships. These teaching Fellowships are aligned to the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF). Findings show that institutional accreditation supports the career development of teaching-focused academics and impacts on teaching and learning in a number of ways. These impacts include providing an external benchmark, raising the profile and quality of teaching and encouraging teaching-related professional development, including engagement with scholarship in teaching and learning. Accreditation was also found to align with neoliberal agendas of quality, league tables and marketization. The perennial issue of how to evaluate the impact on student learning is something respondents continue to grapple with. Finally, these data demonstrate there is a clear need to develop a more systematic and embedded approach to evaluation that captures the outcomes of teaching-related professional development.

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Section: Historical Contextmentioning

confidence: 99%

Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

Spowart¹,

Turner²

2022

Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

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“…The implications for academic developers establishing and embedding HEA accredited CPD schemes have been widely examined (Peat, 2014;Shrives, 2012;Spowart et al, 2016;Thornton, 2014), as have the implications of the use of professional dialogue or oral examinations to assess academics in their claim for a Fellowship (Pilkington, 2013;Smart et al, 2019). The role of professional standards, competencies and professional bodies informing and overseeing the educational sector has been explored in other settings (Lester, 2014;Lucas and Nasta, 2010;Westera, 2001), but the experiences and perceptions of academics with the UKPSF to enhance practice has not been fully examined in depth (van der Sluis, 2019).…”

Section: Understanding the Experience Of Hea Accredited Cpdmentioning

confidence: 99%

‘Frankly, as far as I can see, it has very little to do with teaching’. Exploring academics’ perceptions of the HEA Fellowships

Sluis

2021

Professional Development in Education

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The United Kingdom Professional Standards Framework (UKPSF) is a national framework that aims to enhance and raise the status of teaching and supporting learning in Higher Education (HE). This paper provides an overview of the adoption and an indication of the impact of Higher Education Academy (HEA) Fellowships through a document review and a qualitative study. The document review suggests that the adoption of HEA Fellowships has grown substantially, to half of the academics and related staff in the UK but shows no positive or negative relationship with the perceived quality of teaching in the National Student Survey (NSS) over the same period (2011-12 to 2017-18). The relationship between HEA Fellowships and the enhancement of teaching practice is the focus of the qualitative study.The analysis of in-depth interviews (n=11) conducted with senior academics who have obtained Senior Fellowship, at a post-1992 and a research-intensive university, reveals a complex relationship between the recognition schemes and the enhancement of practice. This needs to be understood against the managerial realities underpinning engagement, the limitations of the recognition schemes, and standards for the enhancement of teaching practices. The discussion explores the implications for academic developers, leaders, and policymakers involved in HEA Fellowships.

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“…In Higher Education (HE) dialogic assessment has gained traction is in the context of professional learning with adoption into Fellowship Schemes of note (see Smart, Campbell, Asghar and Huxham, 2019 for wider discussion). Yet, there is not one way to design a professional dialogue, possibly because there is variation in their intended purpose.…”

Section: Introductionmentioning

confidence: 99%

“…Not all, for example, embrace Appleby and Pilkington's (2014) view that professional dialogues should enable reflection, support ing individuals to explore their tacit understanding and helping them to reconstruct their practice. Smart et al (2019) reflect on Appleby and Pilkington's (2018) and also Crowley's (2014) description of professional dialogues, pondering the challenge of ensuring the optimum conditions for professional dialogues and how they might thrive, particularly when that which intends to be enabling results in a judgement (an assessment decision) being made. As such that paper provides a valuable grounding for this one.…”

Section: Introductionmentioning

confidence: 99%

“…The UK Professional Standards Framework (UKPSF) for teaching and supporting learning in HE, first developed in 2006 and revis ed in 2011 (Higher Education Academy (HEA), 2011), provides an international benchmark focused on the practice of learning and teaching (Smart et al, 2019). The popularity of gaining recognition with HEA Fellowship is evident with over 130,000 Fellows now numbered world-wide (Hustler, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Dialogic assessment in the context of professional recognition: perspectives from the canoe

Floyd¹,

Davies²,

Smart³

et al. 2021

JPAAP

Self Cite

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This paper seeks to spark a conversation as it concerns dialogue as an assessment tool and the processes which may be needed to support it. While its context is specific, focused on the use of dialogic assessment in HEA Fellowship schemes, it is suggested that the metaphor which emerged from a collective autoethnographic study has the potential to be of value more widely. Data from this study indicated that dialogic assessment might be likened to a canoe trip which requires careful planning and skillful execution. The five phases identified - designing the vessel, getting aboard, settling in/ settling down, navigating the space and forward-wash – are overviewed with the intention of provoking discussion in the academic practice community, drawing into the conversation individuals who are concerned with assessment for learning generally, and those who have particular interest in the potential of dialogic assessment which culminates in a summative judgement. As such it adds to the literature focused on assessment in higher education by drawing to the fore the conditions in which dialogic approaches can thrive for the individual being assessed, while also facilitating reciprocal learning.

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Electing to speak: professional dialogue in the context of Fellowship of the Higher Education Academy

Cited by 4 publications

References 16 publications

Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

‘Frankly, as far as I can see, it has very little to do with teaching’. Exploring academics’ perceptions of the HEA Fellowships

Dialogic assessment in the context of professional recognition: perspectives from the canoe

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