University of Suffolk PASSPoRT: Pathways for academic and support staff to professional recognition of teaching A professional recognition scheme for quality in teaching and supporting learning at the University of Suffolk PASSPoRT Handbook for Applicants
Contents 1. Welcome to the University of Suffolk PASSPoRT scheme... 5 1.1. What is the University of Suffolk PASSPoRT scheme?... 6 1.2. Contact information... 6 2. The rationale for the University of Suffolk PASSPoRT scheme... 7 2.1. PASSPoRT guiding principles... 8 2.2. Pathways to recognition within the PASSPoRT... 8 2.3. The Higher Education Academy (HEA)... 9 2.4. The UK Professional Standards Framework (UK PSF)... 9 3. Engaging with the University of Suffolk PASSPoRT and in CPD activity... 14 3.1. The role of your line manager and the annual appraisal process... 14 3.2. University of Suffolk PASSPoRT guidance events and resources... 15 4. The programmatic pathway: the PGCAP and the PGCHCE... 16 4.1. The Postgraduate Certificate in Academic Practice (PGCAP)... 16 4.2. The Postgraduate Certificate in Healthcare Education (PGCHCE)... 17 4.3. Professional discussions on maintaining in good standing... 20 5. The Continuing Professional Development (CPD) pathway... 22 5.1. Gathering evidence for your submission (D1-D3)... 23 5.2. General guidance on written submissions (D1-D3)... 31 5.3. References for D1-D3 submissions... 35 6. Support for your written submission via the CPD pathway... 37 6.1. Your line manager... 37 6.2. A PASSPoRT mentor... 37 6.3. University of Suffolk PASSPoRT guidance events and resources... 38 6.4. Submitting your application... 38 7. Assessment of submissions in the CPD pathway... 41 7.1. The PASSPoRT review process for written submissions... 41 7.2. The PASSPoRT CPD panel meeting... 45 7.3. Training of reviewers, panel members and mentors... 45 7.4. Record keeping... 46 7.5. Identification of good practice... 46 8. Encouraging participants to maintain good standing in academic practice... 46 8.1. Accreditation and good standing... 47 8.2. CPD credit for participants in HEA professional development opportunities... 48
Figures Figure 1: The University of Suffolk PASSPoRT and its two component pathways... 11 Figure 2: The initial processes and assessment of submissions made to the CPD pathway of the University of Suffolk PASSPoRT scheme... 40 Figure 3: The process for written submissions for D1... 42 Figure 4: The process for written submissions for D2... 43 Figure 5: The process for written submissions for D3... 44 Tables Table 1: Outline of UK PSF Descriptors... 11 Table 2: Staff groupings mapped to the UK PSF Descriptors... 12 Table 3: The UK PSF Dimensions of Practice used in University of Suffolk PASSPoRT... 13 Table 4: A summary of University of Suffolk PASSPoRT pathways and requirements for HEA recognition... 21 Table 5: Evidence gathering for the UK PSF Dimensions of Practice: D1-D3... 23 Table 6: Requirements for University of Suffolk PASSPoRT CPD pathway (D1-D3) by written submission... 34 3
Appendices [to be added to final document before use at the University of Suffolk] Appendix 1: Appendix 2: Appendix 3: The UK Professional Standards Framework (UK PSF) Application forms for D1-D3 Submission proforma for Associate Fellow (D1) Submission proforma for Fellow (D2) Submission proforma for Senior Fellow (D3) Guidance notes for referees supporting an application for: Associate Fellow (D1) Fellow (D2) Senior Fellow (D3) Appendix 4: Passport panel terms of reference Acknowledgements Professional Standards Framework for Teaching and Supporting Learning: Manchester Metropolitan University Continuing Professional Development (CPD) Scheme: Cardiff Metropolitan University Anglia Professional Recognition Scheme for Teaching and Supporting Learning: Anglia Ruskin University Liz Warr, HEA Consultant, for extensive advice, guidance and support in the development of the PASSPoRT scheme Jo Peat PFHEA, Roehampton University, London Jaki Lilly PFHEA, Anglia Ruskin University Susan Armitage SFHEA, Lancaster University About this handbook This Handbook for Applicants provides an introduction to the University of Suffolk PASSPoRT (Pathways for Academic and Support Staff to Professional Recognition of Teaching) scheme. It also provides guidance on the application process for applicants seeking Higher Education recognition via the PASSPoRT scheme (against D1-D3 of the UK PSF). If you are looking for specific or further information on the Postgraduate Certificate in Academic Practice (PGCAP) or the Postgraduate Certificate in Healthcare Education (PGCHCE), please see the PASSPoRT webpages at: http://www.uos.ac.uk/passport. If you are looking for information on making an application for Principal Fellow of the HEA, please go directly to the HEA s website at: http://www.heacademy.ac.uk/. 4
1. Welcome to the University of Suffolk PASSPoRT scheme The University of Suffolk is committed to ensuring that all members of staff involved in teaching and/or the support of HE students learning have access to a range of opportunities for developing experience and expertise in those areas relevant to their role. For example, at the University of Suffolk we encourage you to: engage with the UK Professional Standards Framework (UK PSF) in developing your HE teaching and support of learning design and develop ideas collaboratively with colleagues in your course team, subject area and/or specialist field engage in reflective peer review of HE teaching to enhance your practice and to receive feedback to take forward in development action planning seek feedback from your students on their experiences of study continuously engage in professional development, including sessions and workshops offered by the Quality Assurance and Enhancement team, Elevate and the University of Suffolk corporate development programme actively participate in Department-focused and institutional events, such as the annual University of Suffolk Learning and Teaching Day, to continue to develop and enhance your professional expertise year by year Whether you are an academic or a professional in a specialist area, if you are enabling students to learn in Higher Education (HE), you are entitled to develop your professionalism and gain nationally recognised accreditation for your expertise and experience. To this end, in 2014 the University of Suffolk applied for accreditation from the Higher Education Academy (HEA) to award Fellowships through the University of Suffolk PASSPoRT (Pathways for Academic and Support Staff to Professional Recognition of Teaching) scheme. The scheme maps directly onto the HEA Fellowships (Associate Fellow, Fellow and Senior Fellow) and is explicitly aligned to the UK Professional Standards Framework (i.e. to D1-D3 of the UK PSF). Recognition as a Principal Fellow of the HEA (mapped to D4 of the UK PSF) requires you to apply directly to the HEA and to pay the HEA s fee. 5
1.1. What is the University of Suffolk PASSPoRT scheme? The University of Suffolk PASSPoRT scheme: consists of two main pathways with related opportunities for developing and accrediting staff who teach and/or support students learning in HE at the University of Suffolk, including, as relevant, within the Learning Network Centres is accredited by the HEA and offers you the opportunity to gain an HEA Fellowship against one of 3 Descriptors of the UK PSF (see Appendix 1) offers a flexible route to HEA recognition that does not involve a charge to University of Suffolk Ipswich staff or to their department or professional area in order to participate stimulates individual and group development through peer dialogue, critical reflection and the sharing of good practice, aligned to the UK PSF promotes critical engagement with higher education-related literature, especially literature informed by the scholarship of teaching and learning is aligned with the University of Suffolk Code of Practice for Reflective Peer Review aligns with University of Suffolk Ipswich appraisal processes and Human Resources (HR) policy for promotion and career progression enables us to explicitly demonstrate to existing, potential and future students the HE teaching qualifications, fellowships and expertise of University of Suffolk teaching staff 1.2. Contact information If you need further information or have any questions about PASSPoRT, then please do not hesitate to contact the PASSPoRT scheme manager, Dr Christine Smith, who is a member of the Quality Assurance and Enhancement team. Email: christine.smith@uos.ac.uk Telephone: 01473 338684 You can access all information, templates and guidance documents associated with the University of Suffolk PASSPoRT scheme on the University of Suffolk website at: http://www.uos.ac.uk/passport 6
2. The rationale for the University of Suffolk PASSPoRT scheme At the University of Suffolk, we are committed to maintaining and enhancing HE teaching quality, and to the support, development and recognition of the high professional standards of all our staff. This is reflected in the University of Suffolk s commitment to PASSPoRT, which has a particular emphasis on those who have HE learning, teaching and assessment responsibilities and those who directly support HE student learning in a range of capacities. The PASSPoRT scheme has been introduced as an opportunity for the University of Suffolk and its staff to evidence commitment to, and engagement with, teaching and learning, student support and continuing professional development (CPD). As well as being directly aligned to the UK Professional Standards Framework (UK PSF), PASSPoRT engages with the University of Suffolk context and the institution s policies, priorities and drivers, including the Learning and Teaching Strategy and associated annual priorities; the Learning and Teaching Framework; the Reflective Peer Review Code of Practice; and HR appraisal processes and career progression criteria. We believe that the design of PASSPoRT fosters a culture of peer dialogue and professional development across the University of Suffolk and the Learning Network Centres in relation to HE teaching and support of student learning, as well as the recognition and sharing of good practice. It encourages relevant academic and support staff to develop as reflective HE practitioners who recognise and value high quality teaching, learning and assessment. Equally, PASSPoRT aims to strengthen the reputation of the University of Suffolk as an HE institution committed to professionalism in learning, teaching and assessment practice that is properly recognised and rewarded. The University of Suffolk s PASSPoRT scheme is designed to provide University of Suffolk staff with an internal pathway to HEA recognition. It includes University of Suffolk s established, HEA-accredited Postgraduate Certificate in Academic Practice (PGCAP, formerly the Postgraduate Certificate in Higher Education Practice or PGCHEP), as well as the Postgraduate Certificate in Healthcare Education, accredited with the HEA for Health and Social Care professionals (and also having Nursing and Midwifery Council approval). Participation in the University of Suffolk PASSPoRT is designed to enable direct entry to the scheme within its CPD pathway and the relevant Fellowship for which you are seeking HEA recognition, reflecting your experience, knowledge and role at the University of Suffolk. For example, you might enter the scheme seeking Senior Fellowship and do not necessarily need to have previously gained Fellowship. Please note that staff teaching at HE level within the University of Suffolk Learning Network Centres will need to discuss the potential ways of participating in the PASSPoRT scheme with the PASSPoRT Manager on an individual basis. 7
2.1. PASSPoRT guiding principles The PASSPoRT scheme is based on the following guiding principles: i) teaching and support of HE learning are fundamental University of Suffolk core missions ii) academic staff are employed not just to teach in HE, but to teach well and to a high standard iii) the University of Suffolk has a key responsibility to ensure its academic staff are well qualified as HE teachers and not just qualified in a particular academic subject iv) University of Suffolk s responsibility extends to ensuring new staff have a teaching in HE qualification on entry or access to credible teaching courses in the early years of their career v) academic staff have a key responsibility to ensure they are qualified to teach in HE and are able to teach well. This responsibility extends over their entire career, so that University of Suffolk staff remain up-to-date in the best pedagogical practice and all that excellence in teaching requires, and are also encouraged to continue to advance and extend their achievements 2.2. Pathways to recognition within the PASSPoRT There are two main pathways to HEA recognition within the PASSPoRT scheme: The qualificatory and programmatic pathway the Postgraduate Certificate in Academic Practice (PGCAP) or the Postgraduate Certificate in Healthcare Education (PGCHCE) (see Section 4 below) The continuing professional development (CPD) pathway focused on a written submission mapped against the relevant Descriptors of the UK PSF (see Section 5 below) The pathway you choose will depend upon your role and experience. For example, you may be: new to teaching in HE and required to complete the core module of the Postgraduate Certificate in Academic Practice as part of your probationary requirements a health and social care professional undertaking the Postgraduate Certificate in Healthcare Education and seeking HEA recognition against Descriptor 2 of the UK PSF and HEA Fellowship a postgraduate student or lecturer new to teaching in higher education at the University of Suffolk and keen to undertake accredited staff development to support you in your role 8
an experienced member of academic or support staff seeking recognition of your experience and expertise as an Associate Fellow, Fellow or Senior Fellow of the HEA. The PASSPoRT manager can advise on the most appropriate route for you, but it is important that you also explore this with your own line manager, normally within the context of your induction to the University of Suffolk and/or annual appraisal processes. Within the programmatic pathway, we cannot offer recognition of prior learning on the PGCAP due to the structure and credit weighting of the modules. University of Suffolk regulations only permit recognition of prior learning for up to 50% of a programme of study. The core Learning and Teaching in HE module of the PGCAP is a 40 credit module and hence more than 50% of the 60 credit weighting of this programme. Those seeking recognition of prior learning who are undertaking the PGCHCE, need to discuss their individual circumstances with the programme leader. 2.3. The Higher Education Academy (HEA) The HEA champions high quality learning, teaching and assessment in higher education. It is an independent national organisation, funded by the four UK HE funding bodies and by subscriptions and grants. The HEA accredits initial and continuing professional development programmes delivered by higher education institutions. Accreditation provides external confirmation that University of Suffolk provision is aligned with the UK Professional Standards Framework (UK PSF). The HEA also contributes to the professionalisation of teaching by conferring the status of Associate Fellow, Fellow, Senior Fellow or Principal Fellow of the HEA on those who can demonstrate they have met the appropriate standards in the UK PSF for teaching and supporting learning in higher education. University of Suffolk acts on behalf of the HEA within the PASSPoRT scheme for submissions against Descriptors 1, 2 and 3 (D1, D2 and D3) of the UK PSF for Associate Fellowship, Fellowship or Senior Fellowship respectively. Applications for D4 for Principal Fellowship are made directly to the HEA. 2.4. The UK Professional Standards Framework (UK PSF) University of Suffolk s PASSPoRT scheme is directly aligned with the UK PSF, a flexible national framework with a descriptors-based approach to professional standards for those involved in HE teaching and the support of learning. The UK PSF makes a significant contribution towards the professionalism of teaching in higher education and acknowledges the variety and quality of teaching, learning and assessment practices that support, enable and underpin student learning. The aims of the UK PSF are to: 9
i) support the initial and continuing professional development of staff engaged in teaching and supporting learning ii) foster dynamic approaches to teaching and learning through creativity, innovation and continuous development in diverse academic and/or professional settings iii) demonstrate to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning iv) acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning v) facilitate individuals and institutions in gaining formal recognition for qualityenhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities The Descriptors and Dimensions of the UK PSF Within the UK PSF there are four Descriptors and three Dimensions of Practice. Descriptors are numbered from D1 to D4. Each Descriptor outlines the key characteristics of a broad category of role undertaken by those engaged in teaching or supporting learning in higher education. The descriptors are underpinned by a set of statements to outline each of the three Dimensions of Practice. The Dimensions of Practice in the UK PSF are: Areas of Activity; Core Knowledge; and Professional Values. The HEA offers professional recognition, aligned directly with the UK PSF and each of its Descriptors D1-D4 and the Dimensions of Practice. The recognition offered, in terms of the Descriptors, will be dependent upon an individual s role and their experience and achievements. Staff can therefore be recognised by the HEA as: Associate Fellow (D1) Fellow (D2) Senior Fellow (D3) Principal Fellow (D4) The PASSPoRT programmatic pathway is explicitly designed to map to the UK PSF Dimensions of Practice and Descriptors D1 and D2, and therefore enables staff to achieve recognition as Associate Fellows (D1) or Fellows (D2). The PASSPoRT continuing professional development (CPD) pathway is explicitly designed to mirror the UK PSF s Dimensions of Practice and Descriptors 1-3 and therefore enables staff to achieve recognition with HEA as Associate Fellows (D1), Fellows (D2) or Senior Fellows (D3). The two pathways are summarised in Figure 1 below. 10
Figure 1: The University of Suffolk PASSPoRT and its two component pathways You can only apply for recognition against Descriptor 4 by a direct application to the HEA. You may also apply directly to the HEA for recognition against any of the Descriptors D1-D3. Further information on the direct process and details of the related fees are available on the HEA s website at www.heacademy.ac.uk/. While there are no fees to individuals or departments for applications made within the University of Suffolk PASSPoRT for recognition (D1-D3), there are fee requirements for all direct applications submitted to the HEA. Tables 1-3 below give outlines of the Descriptors, potential staff groupings and the Dimensions of Practice of the UK PSF (for a full exposition of the UK PSF, please see Appendix 1). Table 1: Outline of UK PSF Descriptors Descriptor 1 (D1) Descriptor 2 (D2) Descriptor 3 (D3) Descriptor 4 (D4) Associate Fellow Fellow Senior Fellow Principal Fellow Staff whose role in teaching and supporting learning is focused on at least two, but not necessarily all, of the Areas of Activity; who are able to evidence the Core Knowledge relevant to those Staff with a substantive teaching and/or support of learning role who are able to demonstrate achievement and success in all Dimensions of Practice, i.e. in all: Areas of Activity; Staff with a considerable level of expertise and experience in supporting high quality learning, in all Dimensions of Practice. Staff able to demonstrate a sustained record of Highly experienced staff, with substantial knowledge of teaching and support of learning, able to demonstrate a sustained record of effective strategic leadership in academic practice or 11
Areas; and with a commitment to appropriate Professional Values Core Knowledge and Professional Values. leadership in their learning and teaching practice and related activities. Staff able to demonstrate their role in mentoring and supporting others, in the development of their teaching and learning development leading to implementation of high quality student learning experiences, either within their own institution and/or in wider (inter)national settings. Their practice should clearly demonstrate educational impact. Table 2: Staff groupings mapped to the UK PSF Descriptors Potential groupings of staff are likely to include: Descriptor 1 (D1) Descriptor 2 (D2) Descriptor 3 (D3) Descriptor 4 (D4) Associate Fellow Fellow Senior Fellow Principal Fellow Early career with some HE teaching responsibilities e.g. PhD students, GTAs, contract researchers. Staff new to HE teaching (including those with part-time academic responsibilities). Staff who support HE provision, e.g. learning technologists, learning developers and learning resource/library staff. Demonstrator/ technician roles that incorporate some HE teaching-related responsibilities. Experienced professional staff new to HE teaching and/or supporting learning, or have a limited HE teaching portfolio. Early career HE academics. Academic-related and/or support staff holding substantive HE teaching and learning responsibilities. Experienced academics new to UK higher education Staff with HE teaching-only responsibilities including, for example, within work-based settings. Experienced HE staff able to demonstrate, impact and influence, e.g. responsibility for leading, managing or organising programmes, subjects and/or disciplinary areas. Experienced subject mentors and staff who support those new to HE teaching. Experienced staff with departmental and/or wider HE teaching and learning support advisory responsibilities. Highly experienced and/or senior staff with wide-ranging HE academic or academic-related strategic leadership responsibilities in connection with key aspects of HE teaching and supporting learning. Staff responsible for institutional strategic leadership and policy-making in the area of HE teaching and learning. Staff with strategic impact and influence in relation to HE teaching and learning, extending beyond the institution. 12
Table 3: The UK PSF Dimensions of Practice used in University of Suffolk PASSPoRT The Dimensions of Practice used in the University of Suffolk PASSPoRT Areas of Activity Core Knowledge Professional Values A1: Design and plan learning activities and/or programmes of study A2: Teach and/or support learning A3: Assess and give feedback to learners A4: Develop effective environments and approaches to student support and guidance A5: Engage in continuing professional development on subjects/disciplines and their pedagogy, incorporating research and scholarship and the evaluation of professional practice K1: The subject material K2: Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3: How students learn both generally and within the subject/disciplinary area(s) K4: The use and value of appropriate learning technologies K5: Methods for evaluating the effectiveness of teaching K6: The implications of quality assurance and quality enhancement for academic professional practice with a particular focus on teaching V1: Respect for individual learners and diverse learning communities V2: Promote participation in HE and equality of opportunities for learners V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4: Acknowledge the wider context in which higher education operates recognising the implications for professional practice Further information on the UK PSF and the HEA can be found at www.heacademy.ac.uk/. 13
3. Engaging with the University of Suffolk PASSPoRT and in CPD activity The University of Suffolk PASSPoRT is designed to encourage you to consider your professional development in a systematic and ongoing manner when seeking HEA recognition (D1-D3). Indeed, one of the areas of activity (A5, see Table 3 above) within the UK PSF (and used in the PASSPoRT scheme) is to engage in continuing professional development on subjects/disciplines and their pedagogy, incorporating research and scholarship and the evaluation of professional practice. When you apply for recognition within the University of Suffolk PASSPoRT, you will need to be able to demonstrate your commitment to your own development and to the evaluation and enhancement of your practice within your professional setting. You can demonstrate this within a range of professional contexts through, for example: engagement in reflective peer review of teaching, within the context of the University of Suffolk Code of Practice for Reflective Peer Review of teaching and the support of learning contribution to peer dialogue and relevant HE-related review activities and development processes within your Department, Faculty, Centre and/or across the institution, for example in course validation and re-approval processes or in departmental development activities such as ones focused on (say) improving HE students engagement with assessment feedback participation in workshops or internal and external conferences, including those offered by the University of Suffolk Quality Assurance and Enhancement and Elevate teams analysing and reflecting upon your practice and on feedback from students and peers your ongoing commitment to evidence-informed practice, scholarship within your subject, and to an informed understanding of HE student learning within your discipline 3.1. The role of your line manager and the annual appraisal process The appraisal process is one of the vehicles through which you and your line manager review your teaching and/or your support of learning, as important elements of your professional practice. The appraisal process provides opportunities to explore and to consider measures and mechanisms to extend and develop your experience and expertise further. Together, you and your line manager can use the University of Suffolk PASSPoRT s Descriptors (D1-D3) and the Dimensions of Practice to inform discussions about your HE teaching and support of learning, to plan your development and to consider which pathway to HEA recognition is appropriate and achievable for you. 14
The Descriptor for which you apply, or for which you work towards, will be determined by your role, your experience and achievements, your area(s) of expertise and your current responsibilities, as well as your longer-term career aspirations in HE. You can identify which Fellowship is appropriate for you and your experience by mapping your practice and role, responsibilities and professional development activities against the UK PSF Descriptors and Dimensions of Practice, as shown in Tables 1 and 3 above. You may also find the examples of staff groupings in Table 2 above helpful in making your decision. As you start to build up your case for Fellowship, your line manager will be able to discuss with you the evidence you currently have to support your application, any gaps you have identified in relation to the criteria, and how you can address these in the forthcoming year. Your line manager will be able to explore with you how you can develop your role in line with departmental, faculty and/or institutional objectives, for example by joining a departmental or institutional project or working group; by directly engaging in reviews, course validations and course re-approvals; or by taking on a mentoring role. Such activities can help you to develop your practical experience and build evidence for your Fellowship application. Your line manager is also likely to be an appropriate person to ask for a reference to support your application, and you may also wish to discuss this with them. 3.2. University of Suffolk PASSPoRT guidance events and resources If, after discussing the Descriptors with your line manager, you are still uncertain about which Descriptor is most appropriate, you can discuss this further with the Quality Enhancement Manager who manages the University of Suffolk PASSPoRT and/or you can attend one of the University of Suffolk PASSPoRT awareness-raising events, guidance workshops and/or webinars run by the Quality Assurance and Enhancement team. Events are also available for line managers to help them develop their understanding of the UK PSF and the PASSPoRT scheme. Dates of the awareness-raising events, workshops and webinars will be found on the University of Suffolk PASSPoRT webpages at: http://www.uos.ac.uk/passport In addition, University of Suffolk PASSPoRT application workshops and writing retreats will be held periodically to assist you in building your application within the CPD pathway. These will be highly interactive activities, where University of Suffolk peers engaged in HE teaching and/or support of student learning come together to collaboratively support each other in developing their applications for submission. The University of Suffolk PASSPoRT webpages will offer useful information, downloadable copies of templates and guidance for your application. Details of events and more PASSPoRT information can be found on the PASSPoRT webpages at: http://www.uos.ac.uk/passport 15
4. The programmatic pathway: the PGCAP and the PGCHCE 4.1. The Postgraduate Certificate in Academic Practice (PGCAP) The Postgraduate Certificate in Academic Practice (PGCAP) programme is designed for University of Suffolk staff who do not already hold a teaching in HE qualification or who do not have relevant HE teaching experience, as well as HE staff who wish to develop their key skills in learning and teaching through engagement in a structured programme. You may need to participate in the core PGCAP module, Learning and Teaching in HE, as part of your probationary requirements. Please note that University of Suffolk staff who need to gain a teaching qualification approved by the Nursing and Midwifery Council (NMC) will undertake the Postgraduate Certificate in Healthcare Education offered within the Faculty of Health and Science (see Section 4.2 below). Upon successful completion of the PGCAP, you will be able to apply effective teaching, learning and assessment strategies to the design, delivery and evaluation of your teaching in a range of contexts, and will be able to systematically and critically engage and reflect upon the pedagogic theories and models which underpin student learning, teaching and assessment practices. The PGCAP programme consists of two modules: Learning and Teaching in HE (LTHE) 40 credits Developing as a Reflective Practitioner (DRP) 20 credits PGCAP commences annually in September each year with the core Learning and Teaching in HE module. The Learning and Teaching in HE (LTHE) module The LTHE module consists of regular fortnightly taught sessions interspersed with online activities and independent study. LTHE provides a broad introduction to HE learning and teaching aligned fully to the UK PSF. It focuses upon the skills needed for those new to HE, including understanding how students learn, preparation for teaching and session planning, small and large group teaching, designing assessment, marking and moderation and inclusive practice. It also involves engagement in reflective peer review of teaching. The LTHE module maps to all Dimensions of Practice of the UK PSF and meets Descriptor 1 for Associate Fellowship of the HEA. Upon successful completion of LTHE, you gain direct recognition as an Associate Fellow of the HEA if you are not continuing to complete the full PGCAP. LTHE is particularly suitable for staff who are 16
either new to teaching in HE, have a limited range of HE teaching activities or who have a role in supporting HE students learning. As a standalone module, the LTHE module can be useful if you wish to eventually study for the full PGCAP but prefer to do it in a flexible and staged manner. The Developing as a Reflective Practitioner (DRP) module The DRP module aims to encourage critical awareness of your existing practice with the potential to explore and enhance it through engaging in action research. DRP aims to enable you to design and commence an innovative and informed investigation and evaluation of your own professional practice within higher education, as relevant to your teaching and subject area and/or departmental or faculty objectives. The module supports opportunities for collaborative learning in structured online activities, with peer and tutor support in the online action learning sets created for each cohort. The DRP module s assessments map to certain areas of activity, core knowledge and professional values of the UK Professional Standards Framework (UK PSF). Contingent upon the focus of the action research project you undertake, you will achieve additional learning in terms of specific knowledge and understanding and practical skills. The DRP module is likely to be of interest if you already have some experience in HE teaching and are following the CPD pathway, but want to build up evidence for your submission, through structured engagement and with support, in undertaking a project linked to a specific HE academic theme of interest to you and/or fitting with your Department s priorities. HEA recognition of the programme Successful completion of the first module, Learning and Teaching in HE, gives direct eligibility to those participants not continuing to the full PGCAP to gain Associate Fellowship of the HEA, since the LTHE module is mapped against Descriptor 1 of the UK PSF. Successful completion of the full 60 credit PGCAP programme (i.e. both modules) gives eligibility for participants to gain recognition as a Fellow of the HEA (D2 of the UK PSF). More information on the PGCAP can be found in the PGCAP Participants Handbook, which is available from the PGCAP programme leader, Christine Smith (email: christine.smith@uos.ac.uk). 4.2. The Postgraduate Certificate in Healthcare Education (PGCHCE) The Postgraduate Certificate, Postgraduate Diploma and MA Healthcare Education programme is offered within the Department of Health Sciences in the Faculty of Health and Science at University of Suffolk. The Postgraduate Certificate in 17
Healthcare Education (PGCHCE) programme offers modules both as blended or distance learning aligned to the UK Professional Standards Framework (UK PSF). Individuals undertaking the programme will be healthcare professionals with a desire to develop their HE teaching and assessing skills and their abilities and competencies in an education context. You may choose this pathway if you are a relatively new member of academic teaching staff seeking a teaching in HE qualification to support your teaching, especially staff who need to gain a HE teaching qualification approved by the Nursing and Midwifery Council (NMC). One of the central values of the course team is learning through active engagement, so students are not seen as a passive audience of the lecturer, but rather as engaged, active participants in learning. This will be achieved through a curriculum and teaching and learning strategy based on a blend of established and innovative educational delivery methods, aligned fully with the UK PSF and its Dimensions of Practice. Participants will be encouraged to share their experiences from their own practice with their peer group to enhance not only the learning experience for all participants, but also to enhance and inform their own HE teaching practice. The learning and teaching strategies will be broad ranging, to expose students to a diverse experience that will add to their own repertoire of teaching tools. The course team recognises and promotes a learning experience that is enjoyable whilst being stimulating and challenging for participants on the programme. The programme is designed to encourage a positive learning environment that values critical thinking, reflection, innovation and creativity, whilst being mindful of the practice context. Participants will develop a self-awareness to recognise how they can develop themselves and their learners. They will be given the opportunity to develop a range of skills in order to teach, assess and support learners from healthcare, and will be supported to apply these skills to their own area of professional practice. Participants are encouraged via the learning and teaching strategies on the programme to use each other as a resource, as well as other connections found within the course structures and team. They are themselves a resource providing a developing knowledge base for peers and lecturers alike. The range of healthcare professionals from diverse settings who undertake the programme will add to the depth and breadth of the learning available. The PGCHCE is made up of two modules: Teaching, Learning and Assessment (TL&A) 40 credits Education in Action (EinA) 20 credits 18
The Teaching, Learning and Assessment (TL&A) module The Teaching, Learning and Assessment (TL&A) module provides an opportunity for students to critically evaluate philosophical and theoretical perspectives relating to different approaches to learning, teaching and assessment in the curriculum, aligned to the UK Professional Standards Framework (UK PSF). Students will develop a critical awareness of the use of developing digital technologies within education and how these innovations shape healthcare education within the 21 st century. A wide variety of learning styles, teaching and assessment methods will be discussed and the fundamental psychological theories that underpin them will be explored. The module will encourage participants to adopt a reflective approach to the practice of teaching and assessing, enabling students to develop effective self-evaluation skills so that they may monitor accurately the quality of education they deliver in their own practice. The Teaching, Learning and Assessment module is assessed firstly by submission of a log of teaching, learning and assessment activities, followed by a 5,000 word critical exploration of issues related to learning, teaching and assessment, both fully aligned to the UK PSF. The Education in Action (EinA) module The Education in Action (EinA) module provides an opportunity for participants to critically explore the influences that impact on the delivery of education in their practice area. Current influences on contemporary healthcare education will be examined in order to develop a critical awareness of how the current social, political and professional drivers shape education in the academic and practice settings. By examining current policies and dilemmas facing those involved in the delivery of healthcare education, this module will enable students to widen their understanding of education in action. The uniqueness of this module is that it facilitates students to critically examine the wider context of education, in order to deepen their appreciation of how education is provided within a variety of contexts. The module is assessed by two assessments of equal weighting: (i) a 20 minute presentation using digital technologies, with 5 minutes for questions, proposing a strategy to develop collaborative and effective stakeholder engagement within the student s area of practice; and (ii) a 2,500 word narrative critically analysing how the proposed strategy could be implemented and its ultimate impact on the overall learner experience. HEA recognition of the programme Successful completion of the first module, Teaching, Learning and Assessment, gives direct eligibility to those participants not continuing to the full PGCHCE to gain Associate Fellowship of the HEA, since the TL&A module is mapped against Descriptor 1 of the UK PSF. Successful completion of the full 60 credit PGCHCE programme (i.e. both modules) gives eligibility for participants to gain recognition as a Fellow of the HEA (D2 of the UK PSF). 19
More information on the PGCHCE can be found in the Course Handbook and on the University of Suffolk website at: http://www.uos.ac.uk/courses/pg/healthcare- Education/Healthcare-Education.aspx 4.3. Professional discussions on maintaining in good standing Associate Fellow, Descriptor 1 (D1) As noted above, successful completion of the LTHE module of the PGCAP or the TL&A module of the PGCHCE (for those participants not continuing to complete the full Postgraduate Certificate) gives recognition as an Associate Fellow of the HEA, since both these modules are mapped directly against Descriptor 1. Once the LTHE or the TL&A module is completed, as an Associate Fellow of the HEA you will be encouraged to attend and engage in a 10 minute discussion with your line manager/mentor and a member of the Quality Assurance and Enhancement team around your plans for ongoing CPD to maintain in good standing in your academic practice. This is a voluntary activity, but you will be strongly encouraged to participate in this discussion. Fellow, Descriptor 2 (D2) Successful completion of the full PGCAP or PGCHCE gives you automatic recognition as an HEA Fellow, since both Postgraduate Certificates are mapped precisely against Descriptor 2 (D2) of the UK PSF. As a graduate of the Postgraduate Certificate and as a Fellow of the HEA, you will also be encouraged to attend and engage in a 15 minute discussion with your line manager/mentor and a member of the Quality Assurance and Enhancement team around your plans for ongoing CPD to maintain in good standing in your academic practice. This is a voluntary activity, but you will be strongly encouraged to participate in this discussion. Table 4 below presents an overall summary of the overarching University of Suffolk PASSPoRT scheme mapped against the Descriptors of the UK PSF, illustrating all parts of the programmatic pathway and all parts of the CPD pathway (discussed in detail in Section 5). 20
PASSPoRT for HEA Recognition against UK PSF Programmatic Qualificatory Pathway CPD Pathway LTHE PGCAP TL&A PGCHCE Written submissions Awarded Associate Fellow D1. You will be encouraged to engage in a voluntary 10 minutes discussion on your action plan for CPD. Conducted with line manager/mentor and QE team member Awarded Fellow D2 You will be encouraged to engage in a voluntary 15 minutes discussion on your action plan for CPD. Conducted with line manager/mentor and QE team member. Awarded Associate Fellow D1. You will be encouraged to engage in a voluntary 10 minutes discussion on your action plan for CPD. Conducted with line manager/mentor and QE team member Awarded Fellow D2 You will be encouraged to engage in a voluntary 15 minute discussion your on action plan for CPD. Conducted with line manager/mentor and QE team member Associate Fellow D1: 800-1000 words. Focus on UK PSF in 2 Areas of Activity, integrating relevant Core Knowledge and Professional Values. Action plan for ongoing CPD Fellow D2: 3000 words. Focus on UK PSF in all Areas of Activity, integrating relevant Core Knowledge and Professional Values. Action plan for ongoing CPD Senior Fellow D3: 6000 words. Reflective account of professional practice, using 2 illustrative case studies, including: (a) the education/experience contributing to development as a teacher, mentor/facilitator & as an academic leader; (b) engagement in professional practice, research and scholarship; (c) sustained leadership, coordination, supervision, management or mentoring others teaching & learning; & (d) action plan for CPD Table 4: A summary of the University of Suffolk PASSPoRT pathways and requirements for HEA recognition 21
5. The Continuing Professional Development (CPD) pathway The University of Suffolk PASSPoRT CPD pathway is fully aligned and shaped around the UK PSF, in order for University of Suffolk Ipswich staff to gain professional recognition with the HEA of their teaching and/or support of learning. You are advised to have a copy of the UK PSF to hand as you read through this handbook and as you consider and work on your submission within the University of Suffolk PASSPoRT scheme. The full UK PSF can be found at: https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf. Alongside the accredited PGCAP programme, the PASSPoRT CPD pathway has been designed to provide a discrete but connected internal pathway to HEA recognition, linked directly to our institutional context here at the University of Suffolk, as well as to the UK PSF. Depending upon your role, expertise and experience, application for HEA recognition through the CPD pathway offers you the opportunity to gain recognition as Associate Fellow (D1), Fellow (D2) or Senior Fellow (D3). If you wish to apply for Principal Fellowship (D4), you must apply directly to the HEA. Staff seeking professional recognition via the CPD pathway for D1-D3 do this by making a written submission. This process is designed to enable you to demonstrate how you meet the required professional standards for HE learning and teaching (see Tables 1-3 above). If you decide to take the University of Suffolk PASSPoRT CPD pathway to D1, D2 or D3, you will compile your case for fellowship using the relevant proforma available on the PASSPoRT webpages at: http://www.uos.ac.uk/passport. The submission proformas are designed to help you to build your application, enabling you to reflect upon your academic practice across the dimensions of practice of the UK PSF and aligned to the statements for each Descriptor (D1-D3). These proformas may also be used in preparation for your appraisal, as the basis for discussion and planning with your line manager, and in support of the development of your application. As part of the CPD pathway, applicants for D1, D2 and D3 are required to demonstrate their current HE teaching and learning practice and provide evidence to support the impact of this practice on the student experience. Reflective peer review activity by a peer or manager, or as part of the PGCAP course, is an effective mechanism. We therefore strongly recommend that all applicants for D1-D3 in the CPD pathway have participated in reflective peer review of teaching in the previous six months, and that they attach the completed proforma to their application as an appendix. Requirements and evidence building for Principal Fellow (Descriptor 4) are significantly different and applications are made directly to the Higher Education Academy. Further advice on this is available from the Quality Enhancement Manager, Christine Smith (christine.smith@uos.ac.uk). 22
5.1. Gathering evidence for your submission (D1-D3) Before you begin to write your application, we suggest you need to consider, identify and reflect upon the kind of evidence you are going to use as part of your submission. In this section, we suggest the kinds of evidence that might be appropriate to use, determined in part by the Descriptor against which you are seeking recognition. This evidence gathering stage may be undertaken quite quickly, or it may take time and involve you in undertaking additional experience-building activities including engaging in professional development opportunities and evaluatory activities. In Table 5 below we suggest some aspects and activities of academic practice to consider in relation to building your application for recognition, mapped to the UK PSF in the Dimensions of Practice, i.e. in the Areas of Activity, the Core Knowledge and Professional Values. Table 5: Evidence gathering for the UK PSF Dimensions of Practice: D1-D3 Evidencing Areas of Activity A1: Design and plan learning activities and/or programmes of study This area is about how you plan for learning, and the ways in which you contribute to the design and planning of learning activities. These activities might include involvement in the design or redesign of curricula, courses or programme of study and/or identifying and planning different kinds of interaction with learners, in various contexts for single sessions or for larger programmes. This area might include evidence drawn from indirect involvement in learning activities such as from participation in validation panels, contribution to the design or creation of learning resources including online materials and the development of learning environments, both physical and virtual. Other valid activities include personal tutoring, internal/external examination responsibilities, disability support, e-learning support, acting as a critical friend to a colleague, peer review/observation activity, mentoring of students or other staff, or research related to design and planning of learning. You might consider, within your own work context, the contributions you make to design and planning of learning, your choice(s) of approach and how your chosen approach contributes to learners understanding of the subject and to learners development and achievements. Questions to ask yourself might include A2: Teach and/or support Your evidence should reflect an understanding of contemporary pedagogic literature in this area and might include, for example, principles of curriculum design, approaches to teaching, good learning and effective assessment design. For D1 & D2: How do you evidence: Your involvement in the planning and development of learning activities? Innovation within the delivery of your HE teaching and learning activities? How current pedagogical research informs decisions on the content and delivery of your modules/courses/programmes? For D3: As D1 & D2, plus how do you evidence: Supporting others to design, deliver and evaluate high quality HE learning experiences? Promoting evidence based and/or innovative teaching and learning practices on a departmental/faculty/institutional level and beyond? This area concerns how you work with learners, including students and other staff. You need to consider the range of teaching and learning activities or techniques 23
learning you use and comment on your rationale for your choices and why you think they are successful in supporting students learning. In addition to lecturing, tutorials and seminars, you might draw upon studio-based, clinical, practice-based, online and lab-based activities. Your support might include in teaching and supervision of postgraduates, mentoring less experienced staff or contributing to in-house learning and teaching opportunities, for example in Departmental development events. Other activities to include might be co-teaching with a colleague, acting as a critical friend, engaging in peer review/observation, and/or mentoring students or staff. You might consider, within your own work context, the contributions you make in teaching and supporting learning, your choice(s) of approach and how your chosen approach contributes to learners understanding of the subject and to learners development and achievements. Questions you might ask yourself A3: Assess and give feedback to learners Your evidence should reflect an understanding of contemporary pedagogic literature in this area and might include, for example, principles of student-centred learning, approaches to learning, teaching methodologies, principles for effective assessment and feedback. For D1-D2: How do you evidence: Your involvement in the delivery and support of effective learning? Your understanding of the relationship between teaching and student learning in your discipline? For D3: As D1-D2, plus how do you evidence? Your contribution to promoting scholarship of teaching and learning within the University of Suffolk and beyond? Your support to colleagues in enhancing their teaching and learning at a departmental/faculty/institutional level or wider? This area relates to your approaches to assessment and feedback, whether they are students or other staff. You will consider the types of formative and summative assessment you use with learners, whether formal or informal. You need to justify why you choose the approaches and methods used, in so far as this is your decision. You may wish to explain how you ensure your assessments are valid indicators of what you want learners to learn, how marking is ensured as reliable and how the standards set our relevant and appropriate. In terms of giving feedback, you will consider how this is given to learners including in form and how you are able to justify that feedback helps learners to improve their performance and develop as learners. Other activities that could be included are giving feedback to colleagues, acting as a critical friend, peer review/observation activity and mentoring staff or students. You might consider, within your own work context, the contributions you make to assessment and feedback, your choice(s) of approach and how your chosen approach contributes to learners understanding of the subject and to learners development and achievements. Questions you might ask yourself Your evidence should reflect an understanding of contemporary pedagogic literature in this area and might include, for example, principles for effective assessment and feedback, recognition of diversity in the student cohort, and the alignment with curriculum design decisions. For D1-D2: How do you evidence: Involvement in different approaches to assessment and feedback including formative and summative assessment? How these processes support student learning? For D3: as D1-D2, plus how do you evidence: 24
A4: Develop effective environments and approaches to student support and guidance Your contribution in promoting innovative assessment and feedback strategies at a departmental/faculty/institutional level or wider? Your role in ensuring that feedback on assessment strategies is used to inform practice and promote meaningful change at a departmental / faculty / institutional level or wider? This area is centred on the ways you provide support for learners. You need to consider the range of ways you contribute to making the learning environment effective for learners. Developing effective learning environments might include designing and/or managing the physical or virtual environment around learners needs, ensuring learners can access and use a broad range of learning opportunities, or perhaps in liaison and planning activities to support fieldwork or work placements. You may wish to consider from the students perspective how the aims and objectives, teaching and learning approaches and assessment processes are properly aligned. Learner support needs to be considered in a broad sense, for example to include such activities as personal and academic tutoring, one-to-one advice, developing practice to meet the learning implications of widening access, work placement or project work, supporting learners with disabilities, and in development of literacy skills and/or specific technical skills. You might consider, within your own work context, the contributions you make to the development of effective and equitable learning environments, in your choice(s) of approach and how your chosen approach contributes to learners understanding of the subject and to learners development and achievements. Questions you might ask yourself A5: Engage in continuing professional development on subjects/ disciplines and their pedagogy, incorporating research and scholarship and the evaluation of professional practice Your evidence should reflect an understanding of contemporary pedagogic literature in this area and might include, for example, principles of student-centred learning, how students learn, design decisions on learning environments and social spaces. For D1-D2: How do you evidence: The application and evaluation of practices to support equality and diversity? How you support the development of effective learning environments for a diverse student body? How you implement your curriculum in an inclusive way? For D3: as D1-D2, plus how do you evidence: Your contribution to the recognition of and the support for, diverse student needs at departmental/faculty/institutional level or wider? The influence of inclusive curriculum design and delivery within your leadership/mentoring activities? This area concerns how you evaluate the effectiveness of your practice and engage in CPD to continue to enhance it. This is likely to include the use of research, scholarly activity and/or professional activities. You need to consider how you evaluate your own teaching and/or support of learning activities, both formally and informally, and how you use your findings to continue to improve the student learning experience and your practice. You need to think about how you seek feedback on your practice from colleagues and learners or other sources, and how you evaluate and use this feedback. You are encouraged to use examples to show how you have used feedback in developing subsequent activities. You might refer to activities taken to update your understanding or skills, for example in staff development activities, attending relevant conferences, participation in projects and acting as a critical friend to colleagues. You might also draw upon peer review/observation activities, working groups and other professional groups within which you are active. You might 25
Questions you might ask yourself Evidencing Core Knowledge K1: The subject material Questions you might ask yourself? K2: appropriate methods for teaching and include co-working relationships with more experienced colleagues, mentoring opportunities, work shadowing or placements. You need to consider how you draw upon discipline-based and pedagogic research and/or other professional activities to support and enhance your role. You need to give evidence of how you continue to keep up-to-date in your role/subject area, for example from your reading, current awareness activities and attending conferences or development activities. Activities might be group or team-based, as well as individual and professional activities which might include those you engage in outside the higher education context. You might consider, within your own work context, how you have actively sought to use research and scholarly and/or professional activities to create connections that enrich learners understanding of the subject and that contribute to learners development and achievements. You may also wish to include discussion of the relationship between research, scholarship and teaching within your discipline or practice area. For D1-D2: How do you evidence: Participation in appropriate staff development programmes, events and their influence on your practice development? A commitment to the effective evaluation of practice and to your CPD? The application of research informed teaching in your practice? Your consideration of pedagogical theory in the context of your practice? For D3: as D1-D2 plus how do you evidence: Your critical evaluation of research informed/engaged teaching? Your role in supporting and developing scholarship in supporting learning at departmental / faculty / institutional level or wider? Your commitment to evidence based practice, and the encouragement and enhancement of teaching and learning practices at a departmental / faculty / institutional level or wider? This aspect is effectively evidenced with reference to the Areas of Activity and other areas of Core Knowledge. Evidence should fundamentally relate to how an understanding of the nature of the subject is used to inform the design and planning of learning activities and programmes of study, the teaching strategies, the assessment and feedback approaches. This would normally make reference to the distinctive nature or culture of the discipline and to the particular expectations of teaching. It would also reference the issues and challenges arising from the context in which teaching takes place, and the appropriate methods of delivering and supporting the subject at different levels of study. For D1-D2: how do you demonstrate: An understanding of how students learn in your discipline? Your knowledge of effective approaches to learning and teaching in your discipline? Engagement with your practice team to develop and enhance students understanding of the subject? For D3: as D1-D2, plus how do you demonstrate: Your knowledge of new and innovative approaches to student learning? How you have taken a leading role at departmental/faculty/institutional level or wider in initiatives or projects aimed at enhancing colleagues / students understanding of the subject and pedagogical strategies within the discipline? This aspect of Core Knowledge is concerned with pedagogic approaches that are distinctive or characteristic to the subject and that make the teaching and support of learning in this subject different to teaching or support of learning in another one. It is also concerned with acknowledging some approaches to teaching and 26
learning in subject area, at level of academic programme Questions you might ask yourself K3: How students learn both generally and within the subject/ disciplinary area(s) Question you might ask yourself K4: The use and value of appropriate learning technologies Questions you might ask yourself learning may be more appropriate than others, based on the teaching and learning aspirations, the level of the material being studied and the readiness of learners. Although this aspect links closely to K1, it is focused on the strategies and approaches used to teach the subject and the relevancy of learning activities to that subject. For D1-D2: How do you demonstrate: Your knowledge and use of effective teaching and learning methods in your subject area? Your creative and developmental practice that extends the opportunities for student learning, achievement and progression? For D3: as D1-D2, plus how do you demonstrate: Your knowledge and use of innovative teaching and learning methods to promote student engagement with subjects at a departmental / faculty / institutional level or wider? How you have taken a leading role at departmental/faculty/institutional level or wider to support or mentor colleagues who seek to extend opportunities for student learning, achievement and progression? An understanding of how students learn might be evidenced through demonstrating an understanding of the characteristics of different learners and an exposition of how those needs might be met in the learning context, how it reflects on the design and management of the learning environment, in the teaching approaches used and in assessment and feedback practices. You will need to draw upon different theories or approaches to learning and how they inform and link to the different strategies used for teaching and supporting learning and how they relate to the subject area. For D1-D2: How do you demonstrate: Your knowledge and understanding of alternative approaches to support the effective learning of students in HE? Your understanding of approaches to teaching that extend the opportunities for student learning, achievement and progression? For D3: as D1-D2, plus how do you demonstrate: Your knowledge and use of innovative teaching and learning methods at a departmental/faculty/institutional level or wider? How you have taken a leading role at departmental/faculty/institutional level or wider in initiatives to develop or mentor colleagues who seek to extend opportunities for student learning, achievement and progression? Evidence needs to demonstrate how and why specific technologies, of all types, are used to support or enable learning. Evidence is likely to be linked to other areas of Core Knowledge, notably to understanding of how students learn and how technologies afford such learning; the use of technologies within a specific discipline, professional or vocational area; the rationale for the design of learning environments, especially virtual environments and use of relevant technologies; and the use of technologies in effecting quality in teaching processes. For D1-D2: How do you demonstrate: Your knowledge and understanding of the application and benefits of widely available technologies to enhance student learning? Your understanding of the pedagogical underpinning for blended learning? For D3: as D1-D2, plus how do you demonstrate: Your knowledge and understanding of the benefits of new and developing technologies to enhance learning? How you have taken a leading role at departmental/faculty/institutional level or wider in initiatives designed to develop colleagues engagement with technology-enhanced learning to enhance the student experience? K5: Methods An essential part of work in Higher Education is ensuring the effectiveness of our 27
for evaluating the effectiveness of teaching Questions you may ask yourself K6: The implications of quality assurance and quality enhancement for academic professional practice with a particular focus on teaching Questions you may ask yourself teaching and support of learning practices. This focuses on the formal and informal methods employed to gather information and data about the impact of teaching and how such data and information is used, including the impact of their use on developing and enhancing practice. For D1-D2: How do you demonstrate: Your knowledge and understanding of a range of effective methods for evaluating practice? The use of reflection and staff and student feedback to refine and develop curricula and practice for students? For D3: as D1-D2, plus how do you demonstrate: Your knowledge and understanding of how new approaches to evaluation and pedagogical scholarship can contribute to informing and developing practice? How you have taken a leading role at departmental/faculty/institutional level in initiatives that develop colleagues ability to evaluate effective teaching? Quality assurance (QA) and quality enhancement (QE) are deeply embedded in Higher Education through procedures such as programme validation, monitoring and review. These processes shape academic practice and are implicit in all we do in teaching and support of students learning. One key to evidencing this aspect of Core Knowledge is to consider how you might demonstrate how engagement with feedback is used to enhance your practice and to improve the student learning experience. This might include an account of how you seek opportunities to obtain feedback beyond or other than relying on the institutional procedures set in place. For those whose work includes contexts outside higher education institutional policies and processes, you will need to evidence your personal interest, understanding and commitment to QA and QE procedures established and embedded within those contexts. For D1-D2: How do you demonstrate: Your knowledge and understanding of the quality assurance and enhancement procedures within the University of Suffolk and of the principles underpinning peer review/observation of teaching? Your participation in and contribution to enhancement processes at an individual/team level leading to the enhancement of practice? For D3: as D1-D2, plus how do you demonstrate: How you have taken a leading role in enhancement processes at departmental/faculty/institutional levels leading to an enhancement of practice? Evidencing Professional Values V1: Respect for individual learners and diverse learning communities This Value focuses on the way teaching and supporting learning incorporate activities, actions and approaches which respect individual learners. It is depicted in the ways you communicate and interact with individuals and different communities in the context of teaching and supporting learning. The term diverse learning communities might include campus-based groups of students, online communities, work-based communities or be defined on the basis of ethnicity, faith, social class, age, etc. Questions you might ask yourself You need to demonstrate that you value and can work effectively with and within these diverse communities. For D1-D2: How do you evidence: Your awareness of and sensitivity to individual students needs, abilities and motivations for learning in HE? Your practice fosters self-esteem and confidence in terms of learning and potential achievement? Your awareness of and sensitivity to cohorts of students from a diverse 28
V2: Promote participation in HE and equality of opportunities for learners Questions you may ask yourself V3: Use evidenceinformed approaches and the outcomes from research, scholarship and continuing professional development Questions you may wish to ask yourself background? For D3: as D1-D2, plus how do you evidence: Your lead role in the development of practice with colleagues to promote inclusivity? How you lead by example? The focus in this Value is on providing evidence of how your commitment to participation in Higher Education and equality of opportunity for learners underpins your practice in relation to your teaching and support of learning. There is a potential for you to cover a broad spectrum of your activities and behaviours linked to all the Areas of Activity and Core Knowledge in evidencing the meeting of this Value. Your evidence should ideally indicate wide and pervasive approaches used to ensure equality of opportunity to all your learners. For D1-D2: How do you evidence: Your practice in relation to recruitment and admissions promotes/supports the participation of students from diverse backgrounds? Your practice supports the retention and success of students from diverse backgrounds? Your practice acknowledges and values diversity in the student body and views it as a rich resource for learning? Your awareness of the institutional and cultural barriers that inhibit access to and full participation in opportunities for learning and achievement? For D3: as D1-D2, plus how do you evidence: Your lead role in the promotion of inclusive approaches to teaching and learning with students and colleagues? How you lead by example? This Professional Value focuses on your use of evidence-informed approaches, as well as your ability to draw upon and contribute to the many sources of evidence and to use them to inform your teaching and learning support approaches. It is about using the outcomes of research, scholarship and engagement in professional practice and in professional development to make principled, informed and considered judgments which are designed to enhance your practice and to positively impact on the learning experience. This Value advocates the importance of direct professional involvement in enquiry in teaching and learning, used to support your own professional development and to enhance your teaching and learning support activities. Your evidence for this Value might include the consideration and application of findings from studies, projects, reading and personal enquiry of teaching, learning, learners, the subject, the learning environment, the use of resources etc. You might also identify how evidence from discipline-based research is used to enhance the curriculum, or to provide a rationale for the design of the curriculum and its delivery. You will need to consider how you have used these findings to enhance your practice and the student learning experience. For D1-D2: How do you evidence: Your professional and scholarly approach to teaching and learning practice? Your practice enhances the student experience and quality of learning? You have used your research or information from personal CPD to positively influence curriculum development and delivery/support? For D3: as D1-D2, plus how do you evidence: Your lead role in promoting a professional and scholarly approach to teaching and learning practice to enhance the student experience and quality of learning? 29
V4: Acknowledge the wider context in which HE operates recognising implications for professional practice Questions you may ask yourself This Value is concerned with being alert and responsive to the current issues, challenges and drivers that may impact on the Higher Education context including within the institution. You might, for example, consider how you have need to respond to the current demands of the Disability Discrimination Act, the employment agenda, or to the widening participation and access agendas. You might consider your responses to the strategic mission and to priorities in the Learning and Teaching Strategy. For D1-D2: How do you demonstrate: Your awareness of the current key faculty/institutional drivers and their influence on HE practice? Your recognition of the local/regional/national factors which influence practice in your context and the impact of these on the student experience? The professional context and the role of PSRBs in shaping your curriculum? For D3: as D1-D2, plus how do you demonstrate: Your influence on the current key faculty/institutional drivers and an awareness of their influence on HE practice and how they influence the student experience and your role and your colleagues role within professional practice? An awareness of the current key national/external drivers that shape and influence HE and how they influence the student experience and your role within professional practice? Attending internal and/or external workshops, conferences and events can provide opportunities for your continuing professional development, to use in evidence for HEA recognition. Equally, recognition and positive feedback from, for example, student evaluations and/or nominations for University of Suffolk Students Union Teaching Awards and University of Suffolk staff awards are good examples of your positive impact on the student experience. Undertaking subject/generic pedagogical research and development activities can also be invaluable sources to demonstrate your active engagement in the enhancement of teaching and the support of learning. Differentiation of Descriptor 1 Within this Descriptor, you need to demonstrate engagement with a minimum of two of the Areas of Activity (see Table 4 above). You should choose the Areas that are relevant to your work and/or your skills for future roles and activities. In addition to the Areas of Activity, an awareness and commitment to all the Professional Values should be evidenced. This could be through presenting, for example, your rationale for adoption of a teaching approach (V1); how the design of your programme values individual learners experience and encourages engagement (V2); how your teaching and learning is underpinned by research/scholarly activity (V3); and how the institutional context influences your teaching and learning activity (V4). You will also be expected to demonstrate relevant Core Knowledge (as in Table 4) to the two Areas of Activity that you explore. The activities you draw upon are likely to be quite varied and may include both formal and informal approaches to continuing professional development. 30
Differentiation of Descriptor 2 Within Descriptor 2, you need to be able to demonstrate engagement and success in all the Dimensions of Practice (of the UK PSF), including the Areas of Activity, Core Knowledge and Professional Values. The demonstration of engagement with the Dimensions will be influenced by the subject, profession and/or discipline context in which you are working as well as by our University of Suffolk setting and expectations. You will be encouraged to articulate around your evidence of subject and pedagogic research and/or scholarship, with specific regard to HE learning and teaching and which have resulted in the enhancement of your professional practice. The activities you draw upon are likely to be wide-ranging and may include both formal and informal approaches to your continuing professional development. Differentiation of Descriptor 3 If you are applying for recognition at this level, you will have gained relevant experience through a range of approaches including, for example, from mentoring, coordinating and supervising individuals and groups. You will evidence the depth and sophistication of your understanding through sustained successes in HE teaching, mentoring and leadership of others teaching. You may provide evidence of your effective and significant impact on HE students, colleagues and/or on the University of Suffolk as an HE institution. Your mentoring role will be likely to have included supporting, challenging and guiding others in order for them to develop themselves. In applying for this Descriptor, you may have developed and led substantial programmes of teaching and learning, led cross or interinstitutional teaching and learning focused projects, provided leadership for work in discipline-based communities, or have led consultancy for major pieces of pedagogic work in subject associations and professional bodies. You may have initiated or driven change which significantly impacted on teaching and learning or the institutional culture. 5.2. General guidance on written submissions (D1-D3) The written submission enables colleagues to make an application for Associate Fellow (D1), Fellow (D2) or Senior Fellow (D3) of the HE Academy. You will need to complete and submit all requirements for the submission: i.e. an application form; two references; together with your written submission statement; and the evidence grid proforma. The evidence grid proforma section of your submission gives you the opportunity to provide information on the range of professional activities or other experiences you have drawn upon to support your written statement. You should include a brief resume of your career history and your current role. Within your written statement, you need to give a brief summary of your HE teaching and learning philosophy. You need to explain how you have achieved the standards required for the relevant Descriptor within your recent and/or current practice. This must be based on relevant practice within Higher Education. This should also draw upon your research and scholarship practices and your professional practice and be matched against the Dimensions of Practice, namely the areas of activity, core knowledge and professional 31
values as detailed in Table 3 above, and as matched to the specific statements for the Descriptor to which you are applying in the UK Professional Standards Framework. Your written submission should draw upon and reflect on selected examples of your practice in depth. You are not expected to give a detailed rationale of all the experiences you have listed in your evidence grid proforma, rather to be selective and focus on a few key examples. In all applications to the PASSPoRT CPD pathway, you will also be expected to explicitly outline how you are, or are planning to maintain in good standing in relation to your academic practice and professional role including in reference to an ongoing action plan, discussed with your line manager during appraisal processes. In the following section, we outline the specific requirements for each Descriptor (D1-D3), in addition to these general guidelines. Table 6 also outlines the requirements for submissions for all Descriptors (D1-D3). Associate Fellow (D1) submission You will need to provide evidence for two Areas of Activity (800-1,000 words) from the UK PSF Dimensions of Practice, linking and reflecting on the appropriate Core Knowledge and Professional Values within both areas. You can indicate how and where the other Dimensions are evidenced within each Area of Activity by using brackets at the end of each paragraph to signpost to the Dimensions of Core Knowledge and Professional Values being addressed (e.g. K4, PV1 etc). There is likely to be overlap, and this is expected as it more accurately reflects the true nature of teaching and learning and integrated and developmental approaches to student support and scholarship. Your submission for D1 is reviewed by two appropriate experienced reviewers in advance of the panel meeting. The panel meeting will confirm the decision to award or to refer your submission, and you will receive feedback within 10 working days of the panel meeting. Fellow (D2) submission You will need to provide evidence of your engagement with and understanding of all of the Areas of Activity (around 3,000 words in total) in the Dimensions of Practice of the UK PSF. You also need to link, integrate and reflect on the other Dimensions of Practice (Core Knowledge and Professional Values) and indicate how and where these are evidenced within your accounts for each Area of Activity. You can do this by using brackets signposting which of the Dimensions of Core Knowledge and Professional Values are addressed at the end of each paragraph (e.g. K4, PV1 etc). There is likely to be overlap, and this is expected as it more accurately reflects the true integrated nature of teaching and learning and the interconnections between, and developmental approaches to, student support and scholarship. Your submission for D2 is reviewed by two appropriately experienced reviewers in advance of the panel meeting. The panel meeting will confirm the decision to award or to 32
refer your submission, and you will receive feedback within 10 working days of the panel meeting. Senior Fellow (D3) submission You will make a submission of around 6,000 words providing a reflective account of your professional practice, aligned to the UK PSF, using 2 case studies and: (a) focusing on the education, training, employment, roles and experience which have contributed to your development as a teacher, mentor, facilitator of learning and as an academic leader; (b) referencing to relevant professional practice, research and scholarship; and (c) demonstrating sustained leadership of teaching and learning in HE and the coordination, support and supervision, management and/or mentoring of others in relation to teaching and learning. Reference to, and evidence of understanding of, the elements of core knowledge and professional values should be made explicitly throughout the account of the activities you are describing. You will use the case studies to evidence the full meeting of the statements specifically outlined in the UK PSF for Descriptor 3. Your submission for D3 is reviewed by three appropriately experienced reviewers in advance of the panel meeting. The panel meeting includes an external member. The panel meeting will confirm the decision to award or to refer your submission, and you will receive feedback within 10 working days of the panel meeting. 33
Table 6: Requirements for University of Suffolk PASSPoRT CPD pathway (D1-D3) Associate Fellow (D1) Fellow (D2) Senior Fellow (D3) 1. Application form plus two references (at least one from a Fellow, Senior Fellow or Principal Fellow of the HEA) 2. A completed evidence grid proforma 3. A written submission of 800-1,000 words providing: (a) evidence for 2 of the 5 areas of activity, underpinned by understanding of the appropriate core knowledge and professional values in the UK PSF (b) reference to relevant professional practice, research and scholarship (c) evidence of sustained and ongoing reflective engagement in CPD activities, as well as plans for future activities 1. Application form plus two references (at least one from a Fellow, Senior Fellow or Principal Fellow of the HEA) 2. A completed evidence grid proforma 3. A written submission of 3,000 words providing: (a) evidence for all 5 areas of activity, underpinned by understanding of the core knowledge and professional values in the UK PSF (b) reference to relevant professional practice, research and scholarship (c) evidence of sustained and ongoing reflective engagement in CPD activities, as well as plans for future activities 1. Application form plus two references (at least one from a Senior or Principal Fellow of the HEA) 2. A completed evidence grid proforma 3. A written submission of 6,000 words providing a reflective account of professional practice, using 2 illustrative case studies, linked to statements V-VII in Descriptor 3 of UK PSF: (a) focusing on the education, training, employment, roles and experience which have contributed to development as a teacher, mentor, facilitator of learning and as an academic leader (b) reference to relevant professional practice, research and scholarship (c) sustained leadership of teaching and learning in HE and the coordination, support and supervision, management and/or mentoring of others in relation to teaching and learning. Reference to, and evidence of understanding of, all elements of core knowledge and professional values should be made explicitly throughout the account of the activities described (UK PSF) 4. Evidence of sustained, ongoing engagement in CPD activities, as well as plans for future activities. 34
5.3. References for D1-D3 submissions All applicants within the internal University of Suffolk PASSPoRT CPD pathway for D1-D3 are required to submit two references. At least one of the references must be from a Fellow, Senior Fellow or Principal Fellow of the HEA for D1 and D2. One of the referees must be a Senior Fellow or Principal Fellow for D3 applications. Referees should be experienced staff, familiar with the UKPSF and able to comment knowledgeably and from first-hand experience on your current role, your experience and achievements in teaching and supporting student learning, and any relevant activities recently undertaken. Referees should be able to offer a peer review of your practice in line with the UK PSF and with the relevant descriptor to which you are applying. Referees must be able to validate the claims you are making in your evidence proforma, so must be someone who has witnessed your practice directly, such as your line manager. We recommend that referees provide practical examples to support their comments wherever possible, and that references confirm your commitment to engagement with University of Suffolk processes to support learning and teaching, such as the Reflective Peer Review Code of Practice. It is your responsibility to: ensure the referee sees your completed written application and that you have given them sufficient information in order to complete the reference provide your referee with the guidance notes for referees and the Reference Proforma ensure your referee has information on the criteria for the level of fellowship for which you are applying collect the references (the panel cannot do this for you) and submit these with your application The function of your referees is to provide an informed peer review of your eligibility for HEA recognition, using their knowledge of your work and the context in which you teach and/or support learning. When you have received the references for your submission, save them as PDF files for uploading with your submission. Referees for Associate Fellow or Fellow (D1 or D2) The function of your referees is to provide an informed peer review of your eligibility, using their knowledge of your work and the context in which you teach and/or support learning. If possible, the referees should comment on your most recent role and responsibilities. The referees should each read your submission before composing their references. Referees may also wish to refer to the Guidance for Referees document for more information about the University of Suffolk PASSPoRT scheme and The Higher Education Academy and/or specifically about becoming an Associate Fellow or Fellow, as appropriate. The references should primarily refer to your experience and achievements in teaching and learning. They might, if applicable, refer to your research record, but only insofar as 35
this directly links with or informs your teaching. Referees need to base their references on how you meet the dimensions of the UK Professional Standards Framework at Descriptor 1 or Descriptor 2, as applicable, using their knowledge of your work, your professional practice in teaching and supporting learning, and the context within which you work. We suggest referees use practical examples to support their comments wherever possible. For example, your referee may have been involved in peer observation of your teaching or support of learners, and could draw on the evidence this provides. Similarly, your referees might comment on any innovative practice, or contribution to developments in teaching and learning you have made at institutional level, or contribution to national initiatives in developing approaches to teaching and learning within the discipline in which you are involved. Referees for Senior Fellow (D3) The function of the reference is to provide a peer review of your experience and to support and supplement the information given in your account of your professional practice. Where possible, the referees should each comment on your most recent role and responsibilities. Referees are asked to take time to read your account of professional practice before composing their reference. Referees may also wish to refer to read the guidance document for referees for more information about the University of Suffolk PASSPoRT scheme, the UK PSF and The Higher Education Academy or specifically about Senior Fellowship. The reference should primarily refer to your experience and achievements in teaching and learning, and should refer to your research record only insofar as this directly informs your teaching. The reference needs to be based on how you meet the dimensions of the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education at Descriptor 3 (D3), using their knowledge of your work, and your experience in organisational, leadership/and or management of specific aspects of teaching and learning provision in the context within which you work. The reference needs to provide compelling evidence especially mapped to the statements IV-VI for Descriptor 3 in the UK PSF. Referees should be encouraged to use practical examples to support their comments wherever possible. Similarly, they might comment on any innovative practice, mentoring, and/or contribution to developments in teaching and learning you have made at the departmental or institutional level. They might also comment on your contribution to national initiatives in developing approaches to teaching and learning within the discipline in which you are involved. The process for submitting your application in all its parts is explained on the University of Suffolk PASSPoRT webpages at: http://www.uos.ac.uk/passport Or if you are in any doubt about how to submit, please contact the PASSPoRT administrator for precise details. 36
6. Support for your submission via the CPD pathway Whichever descriptor within the CPD pathway for which you choose to submit an application, support and advice is available from the Quality Enhancement Manager (Dr Christine Smith, christine.smith@uos.ac.uk), who manages the PASSPoRT scheme. You may find it useful to attend one of the regular awareness-raising development events or webinars, organised by the Quality Assurance and Enhancement team, which provide introductions to the PASSPoRT scheme, and are designed to support you as you develop your application (see Section 3.2 above). There are also a number of key people to support you in developing your application, particularly via the CPD pathway, as outlined below. 6.1. Your line manager As you start to build up a case for Fellowship, and in appraisal processes, your line manager will be able to discuss the evidence you currently hold to support your application, any gaps in relation to the criteria for the Descriptor, and how you might address these in the forthcoming year. Your line manager will be able to explore how you can develop your role, your experiences and achievements in line with departmental, faculty and/or institutional objectives, for example by joining a departmental or institutional project or working group; by directly engaging in reviews, course validations and reapprovals; or taking on a mentoring role. Such activities are recognised as helpful for developing your practical experience and building evidence for your fellowship application. Your line manager is also likely to be an appropriate person to provide a reference in support of your application when you have gathered evidence and developed your submission. Within PASSPoRT, we also offer an awareness-raising and development workshop for line managers based around developing conceptual understanding of the UK PSF and procedural understanding of the PASSPoRT CPD pathway, especially in its relation to, and alignment with, annual appraisal processes. 6.2. A PASSPoRT mentor As part of the PASSPoRT scheme, it is expected you will take advantage of mentorship to support you in completing your application. We recommend all applicants submit a draft of their application to an appropriate mentor for formative feedback. Experience in other HE institutions has shown that this increases the success rate of applications at panels. Mentors are normally Faculty-based members of staff who already have direct and successful experience of applying for and achieving Fellowship themselves. We expect all staff gaining recognition through the PASSPoRT scheme to go on to become mentors and potentially to become reviewers and panel members themselves. The person likely to take on the role as your mentor is therefore likely to be: a Principal / Senior Fellow based in your Faculty/Department or professional area 37
someone with whom you can talk through the process someone who can support you in deciding on the level and form of application someone to read a draft of your application someone who understands and champions the UK PSF For any applicant who is unable to identify a designated Faculty/Department, professional area or Centre mentor, then we offer a mentor from the Quality Assurance and Enhancement team. Please contact Dr Christine Smith (christine.smith@uos.ac.uk) to talk about mentorship within the PASSPoRT scheme. 6.3. University of Suffolk PASSPoRT guidance events and resources University of Suffolk PASSPoRT guidance workshops and webinars will be held periodically throughout the year (see University of Suffolk PASSPoRT webpages at http://www.uos.ac.uk/passport for details). These can be a useful starting point when thinking about your application and deciding upon the most appropriate pathway to recognition for you. In addition, University of Suffolk PASSPoRT application workshops and webinars will be held periodically to assist you in building your application. We will also be offering writing retreats in which applicants work collaboratively to discuss and develop their individual applications. The University of Suffolk PASSPoRT webpages have useful information, downloadable copies of templates and guidance for your application. See http://www.uos.ac.uk/passport for details. 6.4. Submitting your application Once you have made the decision regarding the descriptor against which you will prepare your application within the internal University of Suffolk PASSPoRT recognition scheme, you should complete the Intention to Submit proforma. This gives the scheme manager and the PASSPoRT administrator an indication of when you are hoping to submit your application and enables us to provisionally allocate you to an appropriate panel meeting. Your expression of interest does not commit you to this panel and you will be contacted nearer the panel closing deadline to confirm your intention to submit. Panel meetings are held regularly throughout the year, and normally convene at least once each semester. Dates for panels and relevant deadlines for submissions in the current academic year can be found on the PASSPoRT webpages at: http://www.uos.ac.uk/passport Once you have completed all parts of your application (i.e. written the submission, collected the references or advocate statements and completed the evidence grid section), you should contact the PASSPoRT administrator to organise submission. The administrator will be able to inform you if there is capacity in the forthcoming panel meeting to accommodate your submission or tell you the date of the next one available to you. 38
All applications must be submitted at least 15 working days in advance of the panel meeting date. This allows the reviewers time to review the applications thoroughly and thoughtfully. Panels are likely to get booked up quickly, so please submit the intention to submit proforma to express your interest as soon as possible. We do plan to keep reserve lists, so let us know if you wish to go on the reserve list for a panel. If you are unable to submit for your designated panel, it is helpful if you let us know as soon as possible. Please check the PASSPoRT webpages at: http://www.uos.ac.uk/passport for the most up-to-date information on panel dates, for the details on submission processes and for submission deadlines. Panel decisions to award or to refer will be notified to applicants with feedback, normally within 10 working days of the panel meeting. Figure 2 below provides a depiction of the processes for initial assessment of submissions made to the CPD pathway. Dashed lines depict return processes, for example when an application is incomplete and thus needs to be returned to the applicant. 39
Figure 2: The initial processes and assessment of submissions made to the CPD pathway of the University of Suffolk PASSPoRT scheme 40
7. Assessment of submissions in the CPD pathway 7.1. The PASSPoRT review process for written submissions Once a written submission for the CPD pathway for D1-D3 has successfully been through checks for completeness with the Quality Assurance and Enhancement team, the application is forwarded to panel members who act at this stage as reviewers of the application. For D1 and D2 submissions, two reviewers assess the submission. For D3 applications, three reviewers assess the submission (including, in the first year of running the PASSPoRT scheme, an external panel member who is a Senior Fellow or Principal Fellow). Each reviewer completes a PASSPoRT review proforma for every review undertaken and returns this to the PASSPoRT administrator as quickly as possible and in advance of a panel meeting. For D1and D2, if both reviewers feel the submission is acceptable, the panel meeting acts to ratify the reviewers decision. The panel instigates notification to the applicant of the decision to award and to provide feedback, derived from the reviewers proformas. If both reviewers do not find the submission acceptable to award, the applicant is informed and provided with feedback, for example on the areas requiring further work and/or aspects in the submission that were insufficient. If there is a split decision between the two reviewers on whether to award or to refer, an additional reviewer is sought. The majority decision will determine whether the submission is accepted or referred, and the appropriate follow-on actions will be instigated as depicted in Figures 3 and 4 below. For D3, if all three reviewers suggest a submission is acceptable, the panel meeting acts to ratify the reviewers decision. The panel instigates notification of the decision to award to the applicant, providing feedback derived from the three reviewers proformas. If there is a split decision between the three reviewers with two accepting for award, the submission will be discussed at the panel meeting. The panel s decision will be informed by the reviewers assessments before determining whether the submission is accepted for award or is referred. The appropriate follow-on actions will be instigated, as depicted in Figure 5 below. If two or more reviewers do not find the submission acceptable to award, the applicant is informed and provided with feedback, for example on the areas requiring further work and/or aspects in the submission that were insufficient. If a submission is regarded as borderline, reviewers have the option to ask the panel meeting (at which an external panel member will always be present in the first year of the scheme s operation) to assess the application. With submissions for D2, a panel may determine the submission is not appropriate for that particular Descriptor (D2) but is acceptable for Award at D1, perhaps due to the insufficiency in evidence for all areas of activity. The applicant will be informed of this decision and given feedback and may choose to accept this or choose to re-submit their submission following action on the feedback provided. 41
Figure 3: The process for submissions for D1 42
Figure 4: The process for submissions for D2 43
Figure 5: The process for submissions for D3 44