Transcript Document

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
• An uncertain future?
• UKPSF and a Doctor of Academic Practice
• Evidencing CPD or underpinning agility?
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?
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
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
From Dr Rothwell’s presentation
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
Suggested Framework
Programme/Award ILO’s
E
A
Role related
E
B
A
University
related
N
Negotiated Route (B)
Negotiated Route (A)
(EA – Existing Faculty A, EB – Existing Faculty B, A – APEL, N –
negotiated)
Adapted, Raban, 2007)
Typologies
Subject-based CPD
(Subject Scholarship)
Subject-based CPD
(Learning, Teaching, Assessment)
Work-based CPD
(Implicit CPD Activity)
Work-based CPD
(Explicit CPD Activities)
Updating subject knowledge
– reading and assimilating
journals, articles, research
reports, publications etc
Attending subject conferences
– research and development
Reflecting on subject
developments, their impact
on curriculum renewal and
associated action planning
Professional practice including
scholarly engagement, publishing,
dissemination, refereeing,
networking, PhD supervision,
inter-professional practice,
bidding, professional advice,
consultancy etc
Module/programme/subject team
meetings
Faculty/department away days
Internal subject-specific pedagogical
workshop/conference
External subject-specific pedagogical
workshop/conference run by LTSN,
professional body etc
Participating in a subject project to
improve
learning and teaching, e.g. FDTL, TQEF,
LTSN
Accredited subject-specific
programmes
of study, e.g. P/g Certs, Dips and
Masters
in aspects of subject learning and
teaching
by Learning Through Work schemes and
negotiated curricula
External examining and validation panels
Acting as a QAA/Ofsted/ALI
reviewer/assessor
OMST – peer observation of teaching,
learning and its outcomes
Evaluating practice to prepare:
• module or programme reports
• subject, departmental or Faculty reports
Action planning as a result of
evaluations
and reports on learning and teaching
Student support and guidance academic
practice
Analyses, evaluations, preparations,
writing
self-evaluations and documents, for
periodic
subject reviews, validations and revalidations
Learning through: mentoring
partnerships;
paired/team teaching
Applying generic developments such
as
constructive alignment to curriculum
design
CPD events – seminars, workshops,
conferences – run internally by:
• the Quality Enhancement Department
(QED)
• Corporate Staff Development (OPD)
Accredited CPD programmes,
e.g. P/g Certificates, Diplomas,
Masters:
• in HE Learning and Teaching offered at
UoD
• UoD by Learning Through Work
schemes
at UoD or at other HEIs
Secondments, formal job swaps and
longer term exchanges
Training sessions for specific skills,
e.g. IT; appraisal (DPR)
HEA membership and participating
in HEA sessions
University Related
• Curriculum Design and Learning
Outcomes
• Internationalisation
• Employability
Role Related
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•
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•
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Subject Manager
Programme Leader
Lecturer
Associate
UDC
Learning Support
Subject Related
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•
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LTA in the subject area
Pedagogic
MEd, EdD, MBA, DBA modules
Own L. O.’s written to our SD3 Framework
Payment
• Wholly university
• Part and part
• Wholly individual
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
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’?