The value of professional development schemes based on the UKPSF for improving teaching and learning in HE

Hendrik van der Sluis; Penny Burden; Isabel Huet

The value of professional development schemes based on the UKPSF for improving teaching and learning in HE

Hendrik van der Sluis, Penny Burden, Isabel Huet

Research output: Contribution to conference › Paper › peer-review

Abstract

A continuous professional development (CPD) framework at a London based Higher Education Institution (HEI), offers an accredited programme to badge staff with a fellowship of the Higher Education Academy based on the United Kingdom Professional Standards Framework (UKPSF, 2011). Like many other HEI‘s in the UK the number of staff with a teaching accreditation has become an important objective, since it has become a benchmark indicator to compare HEI‘s throughout the country (UKPSF, 2014). It is therefore important to understand the impact that these programmes have in improving teaching and learning with the objective to change existing practices, and contribute to the professional development of academics. This presentation presents a case study, using a programme evaluation methodology, and reports on the impact the UKPSF has on enhancing academics‘ teaching and learning practices, as well as on the effectiveness of the framework as a model of continuous professional development.

Original language	English
Publication status	Published - 2015
Event	37th Annual EAIR Forum Krems 2015: From Here to There: Positioning Higher Education Institutions - Krems, Austria Duration: 30 Aug 2015 → 2 Sept 2015

Conference

Conference	37th Annual EAIR Forum Krems 2015: From Here to There: Positioning Higher Education Institutions
Period	30/08/15 → 2/09/15

Bibliographical note

Organising Body: EAIR - The European Higher Education Society

Keywords

Education

Access to Document

http://www.eairweb.org/forum2015/

Cite this

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title = "The value of professional development schemes based on the UKPSF for improving teaching and learning in HE",

abstract = "A continuous professional development (CPD) framework at a London based Higher Education Institution (HEI), offers an accredited programme to badge staff with a fellowship of the Higher Education Academy based on the United Kingdom Professional Standards Framework (UKPSF, 2011). Like many other HEI{\textquoteleft}s in the UK the number of staff with a teaching accreditation has become an important objective, since it has become a benchmark indicator to compare HEI{\textquoteleft}s throughout the country (UKPSF, 2014). It is therefore important to understand the impact that these programmes have in improving teaching and learning with the objective to change existing practices, and contribute to the professional development of academics. This presentation presents a case study, using a programme evaluation methodology, and reports on the impact the UKPSF has on enhancing academics{\textquoteleft} teaching and learning practices, as well as on the effectiveness of the framework as a model of continuous professional development.",

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author = "\{van der Sluis\}, Hendrik and Penny Burden and Isabel Huet",

note = "Organising Body: EAIR - The European Higher Education Society; 37th Annual EAIR Forum Krems 2015: From Here to There: Positioning Higher Education Institutions ; Conference date: 30-08-2015 Through 02-09-2015",

year = "2015",

language = "English",

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TY - CONF

T1 - The value of professional development schemes based on the UKPSF for improving teaching and learning in HE

AU - van der Sluis, Hendrik

AU - Burden, Penny

AU - Huet, Isabel

N1 - Organising Body: EAIR - The European Higher Education Society

PY - 2015

Y1 - 2015

N2 - A continuous professional development (CPD) framework at a London based Higher Education Institution (HEI), offers an accredited programme to badge staff with a fellowship of the Higher Education Academy based on the United Kingdom Professional Standards Framework (UKPSF, 2011). Like many other HEI‘s in the UK the number of staff with a teaching accreditation has become an important objective, since it has become a benchmark indicator to compare HEI‘s throughout the country (UKPSF, 2014). It is therefore important to understand the impact that these programmes have in improving teaching and learning with the objective to change existing practices, and contribute to the professional development of academics. This presentation presents a case study, using a programme evaluation methodology, and reports on the impact the UKPSF has on enhancing academics‘ teaching and learning practices, as well as on the effectiveness of the framework as a model of continuous professional development.

AB - A continuous professional development (CPD) framework at a London based Higher Education Institution (HEI), offers an accredited programme to badge staff with a fellowship of the Higher Education Academy based on the United Kingdom Professional Standards Framework (UKPSF, 2011). Like many other HEI‘s in the UK the number of staff with a teaching accreditation has become an important objective, since it has become a benchmark indicator to compare HEI‘s throughout the country (UKPSF, 2014). It is therefore important to understand the impact that these programmes have in improving teaching and learning with the objective to change existing practices, and contribute to the professional development of academics. This presentation presents a case study, using a programme evaluation methodology, and reports on the impact the UKPSF has on enhancing academics‘ teaching and learning practices, as well as on the effectiveness of the framework as a model of continuous professional development.

KW - Education

M3 - Paper

T2 - 37th Annual EAIR Forum Krems 2015: From Here to There: Positioning Higher Education Institutions

Y2 - 30 August 2015 through 2 September 2015

ER -

The value of professional development schemes based on the UKPSF for improving teaching and learning in HE

Abstract

Conference

Bibliographical note

Keywords

Access to Document

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Cite this