Accrediting the UKPSFfor a Master and Doctorate of

Academic Practice

Sally Bradley, Sheffield Hallam UniversitySandy Cope, University of Derby

Karin Crawford, University of LincolnAndrew 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 FrameworkProgramme/Award ILO’s

Negotiated Route (B) Negotiated Route (A)

EB

A

N

EA

Role related

University related

(EA – Existing Faculty A, EB – Existing Faculty B, A – APEL, N – negotiated) Adapted, Raban, 2007)

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 assimilatingjournals, articles, researchreports, publications etcAttending subject conferences– research and developmentReflecting on subjectdevelopments, their impacton curriculum renewal andassociated action planningProfessional practice includingscholarly engagement, publishing,dissemination, refereeing,networking, PhD supervision,inter-professional practice,bidding, professional advice,consultancy etc

Module/programme/subject team meetingsFaculty/department away daysInternal subject-specific pedagogicalworkshop/conferenceExternal subject-specific pedagogicalworkshop/conference run by LTSN,professional body etcParticipating in a subject project to improvelearning and teaching, e.g. FDTL, TQEF, LTSNAccredited subject-specific programmesof study, e.g. P/g Certs, Dips and Mastersin aspects of subject learning and teachingby Learning Through Work schemes andnegotiated curriculaExternal examining and validation panelsActing as a QAA/Ofsted/ALI reviewer/assessor

OMST – peer observation of teaching,learning and its outcomesEvaluating practice to prepare:• module or programme reports• subject, departmental or Faculty reportsAction planning as a result of evaluationsand reports on learning and teachingStudent support and guidance academic practiceAnalyses, evaluations, preparations, writingself-evaluations and documents, for periodicsubject reviews, validations and re-validationsLearning through: mentoring partnerships;paired/team teachingApplying generic developments such asconstructive 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 schemesat UoD or at other HEIsSecondments, formal job swaps andlonger term exchangesTraining sessions for specific skills,e.g. IT; appraisal (DPR)HEA membership and participatingin HEA sessions

Typologies

University Related

• Curriculum Design and Learning Outcomes

• Internationalisation

• Employability

Role Related

• Subject Manager

• Programme Leader

• Lecturer

• Associate

• UDC

• Learning Support

Subject Related

• LTA in the subject area

• Pedagogic

• MEd, EdD, MBA, DBA modules

• Own L. O.’s written to our SD3 Framework

• Wholly university

• Part and part

• Wholly individual

Payment

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’?