This paper reports the findings of an empirical study evaluating the effectiveness of implementing the United Kingdom Professional Standards Framework (UKPSF) accreditation process implemented at a post 1992 University. The research stance used is Realist Evaluation (RE) (Pawson & Tilley, 1997) with a view to identifying the mechanisms at work that generate the different responses from academic staff to this CPD process. Given that this is a development opportunity leading to professional accreditation as a Teacher Fellow, why have some academics been slow or reluctant to take up the chance whilst others have embraced it enthusiastically? A qualitative study was conducted and a number of stakeholders, including the HEA, senior and junior managers, the department responsible for implementation and a number of academic staff at different stages in the accreditation process were interviewed.
With greater understanding of transferable programme theory, Universities will be better able to meet target UKPSF membership levels required by the HEA and subsequently, the HEA to meet their targets for the Government.
This paper is distinctive in two ways as empirical work on the HEA accreditation process, is very limited (Thornton, 2014; Rouse & Wood, 2012). Given the changes in the education sector in Britain and the requirement for target numbers of academic staff to become Teacher Fellows (HE Academy, 2014), it is a pertinent time to consider the effectiveness of these initiatives. Teaching budgets have been cut by 40% in higher education institutions in England due to government spending cuts in 2010, and tuition fees have risen to £9,000 resulting in redundancies (Graduate Prospects, 2014). These changes have introduced competition into the sector in terms of teaching standards, research income (HEFCE, 2014), raising entry qualifications to Doctorate level and professionalization of academic staff through the implementation of the UKPSF (HE Academy, 2014; Thornton, 2014) resulting in increased emphasis on the quality of teaching and student experience. A rise in fees for courses has implications of ‘value for money’ expectations by students as well as National Student Satisfaction surveys affecting expectations. Additionally the University sector has not, so far, had to demonstrate professional standards in the same way that schools and the Further Education sectors have had to over the last few years. (Evans, 2011). Indeed, research has shown that student outcomes are affected by the teacher and that students care about the quality of the teaching they receive (Gibbs, 2010). Consequently the HEA, universities, students, parents and the Government are also interested in teaching quality and the necessary development of intellectual capital.
Key findings include the importance of peer relationships; organisational context; and the role of the manager in the successful applications for teacher fellowship and academics’ engagement in the process.
Key words: UKPSF; CPD; peer relationships; academic staff
Please select one of the following:: Realist research (other) , Please select a maximum of two themes from the following list:: Realist Methodology in Und
