Van der Sluis, Hendrik ORCID: https://orcid.org/0000-0002-2543-6279, Burden, Penny and Huet, Isabel (2015) The value of professional development schemes for improving learning and teaching in UK higher education. In: 20th Annual SEDA Conference: Scholarship and Educational Development: The Importance of Using an Evidence Base for Learning and Teaching, 19-20 Nov 2015, Cardiff, U.K.. (Unpublished)

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Abstract

The UK Professional Standards Framework (UKPSF), administered by the Higher Education Academy (HEA), is seen by many as an attempt to raise the quality of learning and teaching in UK higher education institutions (HEIs). The UK is not alone in this ambition; other countries
in Europe have similar objectives (McAleese et al., 2013; Henard and Roseveare, 2012; Pleschova et al, 2012). Increasing numbers of UK HEIs are developing professional development frameworks accredited by the HEA to award one of four categories of HEA Fellowship and Kingston University’s KAPS scheme was accredited by the HEA in February 2014.
The impact of the UKPSF on both the enhancement of teaching, learning and assessment practices and as a model of professional development is not well understood. An evaluation of the UKPSF (Turner et al 2013:7) found evidence “that the UKPSF has been influential across the sector in changing institutional practice” however the impact on the quality enhancement of teaching, learning and assessment was less clear. This case study is based on an evaluation of Kingston’s KAPS scheme, undertaken in the spring of 2015. It investigates the impact of obtaining a Fellowship via KAPS in terms of enhancing professional practice and how it is perceived as a model for CPD. Outcomes from the evaluation will be used as an evidence base for the enhancement of the scheme at
Kingston and shared with colleagues elsewhere in the sector.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	Education
Related URLs:	Organisation
Depositing User:	Users 3908 not found.
Date Deposited:	23 Nov 2015 10:10
Last Modified:	28 Aug 2021 07:10
URI:	https://repository.uwl.ac.uk/id/eprint/5430

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