Recognising Excellence in Learning and Teaching (RELT/PSF 2023)

Overview

In Higher Education (HE) many of us have a dual role in terms of our professional identity and practice.  We belong to a particular discipline and in many cases that involves belonging to a professional body. We also have our professional identity and responsibility in terms of our teaching and supporting learning practices. The Professional Standards Framework for teaching and supporting learning in higher education 2023 is an internationally recognised Framework for benchmarking success within HE teaching and supporting learning; it is managed and led by Advance HE who see it as essential to driving improvement in, and raising the profile of, learning and teaching in HE. The PSF’s contribution to reward and recognition is unsurpassed, being used by individuals, institutions, and national bodies.

Fully revised and streamlined, the PSF 2023 emphasises effectiveness and impact, inclusion and context, as fundamental aspects of practice. As a more inclusive Framework that recognises the critical role of context in which practice takes place, the PSF 2023 is more accessible to all professionals with a role in teaching and/or supporting learning. Its focus on effectiveness and impact of practice drives attention to improved outcomes for learners across the global community. The image below captures the PSF 2023 and you can click here to find out more about the PSF 2023 review and the changes made to the Framework.

The Purpose of PSF 2023

The Professional Standards Framework:

• demonstrates to learners and other stakeholders the professionalism that colleagues and institutions bring to teaching and/or supporting learning.
• acknowledges the wide variety of local and global contexts in which higher education operates, and the diverse practices and roles that contribute to high-quality learning.
• identifies three related sets of Dimensions: Professional Values, Core Knowledge and Areas of Activity.
• presents, through four Descriptors, incorporating the Dimensions, a set of criteria statements against which individuals may evidence their practice.
• fosters critically evaluative, reflective, and evidence-informed approaches to teaching and/or supporting learning in diverse academic or professional settings.
• enables individuals and institutions to review and enhance practices in teaching and/or supporting learning, providing a focus for initial and continuing professional development.
• provides a structure to support institutions and individuals in advancing higher education practices to meet the evolving needs of learners and society, such as acting in support of the United Nations Sustainable Development Goals.
• provides a structure through which individuals and institutions may gain recognition for approaches that support high-quality learning.

The following provides some guidance around the Dimensions and Descriptors.

What are Dimensions?

• Dimensions are 15 statements which inform and describe practice. They are arranged as three related sets of five Professional Values, five forms of Core Knowledge and five Areas of Activity. Each set of Dimensions has its own stem statement. Essential to professional practice, these identify what professionals do to enable high-quality teaching and/or support of learning in higher education.
• Professional Values: underpin all forms of Core Knowledge and Areas of Activity. They are the foundation of professional practice.
• Core Knowledge: informed by the Professional Values, representing key forms of knowledge required to undertake the Areas of Activity. There are multiple and diverse forms of knowledge which are connected to and shaped by communities and contexts.
• Areas of Activity: bring together the Professional Values and forms of Core Knowledge, showing the essential activities that support delivery of effective practice.

What are Descriptors?

• Four Descriptors, each consist of an introduction and a set of three criteria statements.
• These define the key characteristics of four broad categories of practice. Incorporating the Dimensions, each Descriptor identifies the extent of practice required to meet it and recognises the variety of practice and roles undertaken by professionals who teach and/or support learning.
• Individuals use the Descriptors to plan their development and evidence their practice to achieve professional recognition.
• Institutions use the Descriptors as a basis for initial and continuing professional development and recognition programmes, to inform career/ progression pathways and support talent development.
• Professional organisations use the Descriptors as a basis for activities and recognition frameworks that support the professional development of individuals and institutions.

As noted above, Advance HE operates the Fellowship scheme and aligns its Fellowships to the PSF Descriptors as follows:

• Descriptor 1 (D1) aligned to Associate Fellow
• Descriptor 2 (D2) aligned to Fellow
• Descriptor 3 (D3) aligned to Senior Fellow
• Descriptor 4 (D4) aligned to Principal Fellow

Please note that our University Professional Development Framework is accredited to award Associate Fellow (Descriptor 1 PSF 2023), Fellow (Descriptor 2 PSF 2023) and Senior Fellow (Descriptor 3 PSF 2023).  We are not accredited to award Principal Fellow (Descriptor 4 PSF 2023) but as an Institution we do encourage and support colleagues wishing to progress Principal Fellow applications direct through Advance HE.

The PSF sets out the professional standards for Higher Education. All the experience and evidence included in your application must relate to teaching and/or support for learning practice related to Higher Education provision such as:

• level 4 or above within the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, or equivalent.
• level 7 or above within the Scottish Credit and Qualifications Framework (SCQF) in Scotland on the Framework for Qualifications of Higher Education Institutions (FQHEIS) or equivalent.
• first cycle or above of the Qualifications Framework in the European Higher Education Area (QF-EHEA).
• level 5 or above of the Australian Qualifications Framework (AQF) or equivalent.
• level 5 or above of the New Zealand Qualification Framework or equivalent.
• other equivalent Higher education Frameworks.
• activity focused on supporting students within a Higher Education context, providing the student(s) are enrolled on a Higher Education Qualification may also be considered as evidence equivalent to the higher education frameworks above.
• delivery of non-accredited continuing professional development for academic and learning support staff may also be considered as evidence equivalent to the Higher Education Frameworks.

From 1 February 2018, eligibility for Fellowship was widened to include three groups of HE practitioners that teach and/or support learning on the following types of programmes in the UK:

• Foundation Year programmes.
• Pre-sessional English courses for international degree students designed to develop academic skills.
• Professional CPD programmes that are designed to develop and extend existing graduate/postgraduate level skills, knowledge and understanding, e.g. GP training, etc.

In defining what constitutes HE teaching and learning within different international contexts, in order to determine eligibility for Fellowship, Advance HE uses UK NARIC (National Recognition Information Centre) information about international education frameworks and qualifications.

Further information around Eligibility for Advance HE Fellowship can be found at this link HERE.

The AHE Fellowship Category Tool has been designed to help you reflect on your practice and is free to use to support individuals to identify the most appropriate category of fellowship for their experience and practice.

The tool consists of a set of statements that are aligned to the different PSF Dimensions of the Framework and Descriptors of the Professional Standards Framework (PSF 2023). This self-analysis tool will ask about your professional activities in teaching and or supporting learning in higher education. You will be asked about the range of activities you undertake in your practice. By using the tool to consider your current practice, your choice of statements as you progress should help to inform which category of Fellowship is most appropriate for you. There are no ‘right’ or ‘wrong’ answers: the statements in each section are associated with specific elements of the PSF, and the answers you select will reflect your personal practice and should help to indicate the most appropriate category of Fellowship for you.

When you have completed all of the sections, you will be shown your results and a PDF report summarising your responses will be sent to the email address you provide. This will be useful as you start to put your application together for Fellowship or to reflect on your on-going professional development and career aspirations.

Confidentiality: Please note – your completed responses and results to the tool will only be seen by you and sent to the email address you provide.

Descriptor 1: Advance HE recognition as Associate Fellow

D1 is suitable for individuals whose practice enables them to evidence some Dimensions. Effectiveness of practice in teaching and/or support of learning is demonstrated through evidence of:

• D1.1 use of appropriate Professional Values, including at least V1 and V3
• D1.2 application of appropriate Core Knowledge, including at least K1, K2 and K3
• D1.3 effective and inclusive practice in at least two of the five Areas of Activity

Individuals applying for Associate Fellowship may be relatively new to a role in teaching and/or support for learning or may have a limited teaching portfolio; for example, some sessional/ part time staff or early career researchers with some teaching responsibilities. They may be new or experienced staff with specific roles in supporting HE ‘learning’ such as technicians, librarians, professional staff, learning technologists, careers advisors, etc. It is not role dependent; you will need to explore whether you have sufficient evidence of appropriate teaching and or/support for learning practice to make a successful application.

Benefits of Associate Fellowship

• consolidates your personal development and emphasises your professional practice in HE.
• entitlement to use post-nominal letters – AFHEA.
• provides a valuable measure of success and is increasingly sought by employers across the education sector as a condition of appointment and promotion.
• recognised and valued by a growing number of international institutions.

Descriptor 2: Advance HE recognition as Fellow

D2 is suitable for individuals whose practice with learners has breadth and depth, enabling them to evidence all Dimensions. Effectiveness of practice in teaching and/or support of high-quality learning is demonstrated through evidence of:

• D2.1 use of all five Professional Values
• D2.2 application of all five forms of Core Knowledge
• D2.3 effective and inclusive practice in all five Areas of Activity

Fellowship is the appropriate category of fellowship to professionally recognise individuals from a wide variety of different contexts whose practice with learners has ‘breadth and depth’, enabling them to evidence all PSF 2023 Dimensions. This might be staff with substantive teaching responsibilities or professional staff with responsibilities to support HE learning across all Dimensions. It is not role dependent; you will need to explore whether you have sufficient evidence of appropriate teaching and or/support for learning practice at the ‘depth and breadth’ required to make a successful application.

Benefits of Fellowship

• Consolidate personal development and evidence of professional practice in your higher education career.
• Demonstrate commitment to teaching, learning and the student experience, through engagement in a practical process that encourages research, reflection and development.
• Fellowship is increasingly sought by employers across the higher education sector as a condition of appointment and promotion.
• For individuals, to identify their expertise with the entitlement to use post-nominal letters – FHEA.
• Recognised and valued by a growing number of international institutions.

Descriptor 3: Advance HE recognition as Senior Fellow

D3 is suitable for individuals whose comprehensive understanding and effective practice provides a basis from which they lead or influence those who teach and/or support high-quality learning. Individuals are able to evidence:

• D3.1 a sustained record of leading or influencing the practice of those who teach and/or support high quality learning
• D3.2 practice that is effective, inclusive and integrates all Dimensions
• D3.3 practice that extends significantly beyond direct teaching and/or direct support for learning

Senior Fellows lead and influence academic practice and higher education learning in a many different settings. Working with and through ‘others’ (e.g. colleagues, peers, mentees, etc.) they operate to support, guide and initiate change or lead / influence enhancement of practice in a wide range of global contexts. Their contribution is effective, benefitting students and their learning experiences in a variety of ways. Senior Fellowship is not role dependent and there are many different contexts in which you might be leading and/or influencing the practice of others. You will need to explore whether you have sufficient evidence to meet the requirements of Descriptor 3.

Benefits of Senior Fellowship

• Consolidating your personal development and evidence of influencing other colleagues’ professional practice in your higher education career.
• Demonstrating your commitment to teaching, learning and the student experience, through engagement in a practical process that encourages research, reflection and development.
• Senior Fellowship is increasingly sought by employers across the education sector as a condition of appointment and promotion for management and leadership positions.
• For individuals, to identify their expertise with the entitlement to use post-nominal letters – SFHEA.
• Recognised and valued by a growing number of international institutions.

Descriptor 4: Advance HE recognition as Principal Fellow

D4 is suitable for highly experienced individuals whose practice involves a sustained record of effectiveness in strategic leadership of high-quality learning. Their impact is extensive. Individuals are able to evidence:

• D4.1 sustained and effective strategic leadership of higher education practice, with extensive impact on high-quality learning: within or beyond an institution, or across a discipline or profession
• D4.2 development and implementation of effective and inclusive: strategies, or policies, or procedures, or initiatives, to enhance practice and outcomes for learners
• D4.3 active commitment to, and integration of, all Dimensions in the strategic leadership of academic or professional practices

Principal Fellowship is not role dependent. Within your context, you will need to explore whether you have the extensive evidence of impact on high quality learning, at a strategic level, that is the basis for a successful application. For Principal Fellowship you need to be able to:

• demonstrate a sustained record of effectiveness in strategic leadership of high-quality learning; and
• show that your leadership has had extensive impact.

Principal Fellows are a diverse community representing the full range of strategic leadership in higher education. For example, you may work in academic departments, professional or service departments, on senior or executive leadership teams, for a professional body, as independent consultants, or in other roles with impact on learning and teaching in Higher Education. To evidence the ‘sustained’ and ‘effective’ nature of your work you need to explain the rationale and process of your work and evidence the impact resulting from it over a period of five to seven years.

Benefits of Principal Fellowship

• Consolidating your personal development and evidence of your strategic influence in your higher education career.
• Demonstrating your commitment to teaching, learning and the student experience, through engagement in a practical process that encourages research, reflection and development.
• Principal Fellowship is increasingly sought by employers across the education sector as a criterion of appointment and promotion for strategic management and leadership positions.
• For individuals, to identify their expertise with the entitlement to use post-nominal letters – PFHEA.
• Recognised and valued by a growing number of international institutions.

The following provides some useful reminders as to why progressing an application is important and something that we should consider.

• It demonstrates national recognition of your commitment to professionalism in Learning & Teaching in Higher Education.
• Demonstrates that your practice is aligned with the Professional Standards Framework 2023.
• Provides an indicator of professional identity for HE practitioners, including the entitlement to use post-nominal letters – AFHEA, FHEA, SFHEA and PFHEA.
• It is a portable asset with UK-wide, and increasingly international, relevance.
• It is highly recognized and increasingly valued by Higher Education (and Further Education) Institutions.
• It is an opportunity to gain recognition for the work you do in the teaching and supporting learning of students.
• Many advertised posts in UK HEIs now specify Fellowship recognition for appointment; in some institutions it may be a requirement for promotion.
• More institutions see Fellowship Recognition as an essential requirement for colleagues involved in teaching and supporting learning.
• Your institution gains from being able to claim its staff are appropriately qualified and recognised, and your achievement can be recoded as part of the institutional Key Information Set (KIS) data.
• Your students are likely to be pleased to be taught by a nationally recognised teacher.