Wikipedia

Advance HE

(Redirected fromFHEA)

Advance HE(formerly theHigher Education Academy) is a British charity and professional membership scheme promoting excellence in higher education. It advocates evidence-based teaching methods and awards fellowships as professional recognition for university teachers.[1]Founded in 2003, the Higher Education Academy was responsible for theUK Professional Standards Frameworkfor higher education practitioners and merged (with theLeadership Foundation for Higher Educationand Equality Challenge Unit) to form Advance HE on 21 March 2018.[4]

Advance HE
AbbreviationAHE / HEA
Formation14 October 2003;21 years ago(2003-10-14)[1]
Registration no.1101607 (Charity)
04931031 (Company)
Legal statusNonprofit company[2]
Registered charity[3]
PurposeApplication of research in UK higher education, and co-operation between departments
HeadquartersYork Science Park,Heslington,York,UK
Region served
United Kingdom
Membership
40,000
Official language
English
Parent organization
Universities UK
GuildHE
Websitewww.advance-he.ac.uk
Formerly called
Higher Education Academy (2003-18)

History

edit

Despite Higher Education involvement in teacher training, University Lecturers have not required any formal qualifications beyond demonstrating (usually through publications and a higher degree, such as a doctorate), expert subject knowledge. The merits of professional teaching qualifications for University Lecturers became an issue for debate during the later twentieth century.[5]

Institute for Learning and Teaching in Higher Education (2000–2004)

edit

TheDearing Report(1997) recommended the establishment of a professional body for Lecturers that would define standards and accredit training for university teaching and that, during their probationary periods, all new Lecturers should be required to achieve 'at least associate membership' of the new Institute. TheInstitute for Learning and Teaching in Higher Educationwas founded in 2000.[6]

Higher Education Academy (2003–2018)

edit

In January 2003, a committee (established byHEFCE,Universities UKand theStanding Conference of Principals) recommended the establishment of a single central body responsible for standards of teaching in higher education. Subsequently, the Higher Education Academy was formed (2003) by the merging of theInstitute for Learning and Teaching in Higher Education,Learning and Teaching Support Networkand National Coordination Team for the Teaching Quality Enhancement Fund.[1][7]The Academy became a registered company in October 2003 and charity in January 2004.[8][9]In February 2004, the Minister for Higher Education,Alan Johnson,announced to Parliament that the first Chief executive of the Academy would bePaul Ramsden.[10]

TheBell ReviewArchived20 August 2020 at theWayback Machinerecommended a single sector agency for equality and diversity, learning and teaching, and leadership and governance in higher education.[11][dead link‍]Consequently, the Academy merged with theLeadership Foundation for Higher Educationand the Equality Challenge Unit to formAdvance HEon 21 March 2018.[4][failed verification]

Aims and purpose

edit

Advance HE has stated its overall aim:

Our mission, as stated in our Strategic Plan 2012-2016, is to use our expertise and resources to support the higher education community in order to enhance the quality and impact of learning and teaching. We do this by recognising and rewarding excellent teaching, bringing together people and resources to research and share best practice, and by helping to influence, shape and implement policy.[12]

Advance HE devised a particular set of standards for university teaching (the 'UK Professional Standards Framework'), conferring professional recognition on academics who have met these standards, and runs the UK's annualNational Teaching Fellowshipawards. It also provides many online resources, some discipline-specific and some more generic, and organises workshops, seminars and journals on matters of interest. The HEA has a 'policy think-tank' and is engaged in research into teaching and learning, e.g. exploring the applicability of 'grade point average' schemes to the UK.

UK Professional Standards Framework (UKPSF)

edit

TheUK Professional Standards Framework(UKPSF) for teaching and supporting learning inhigher educationis a voluntary scheme for describing thecompetencesandvaluesexpected ofuniversity teaching staffin theUK.[13]The scheme consists of four "descriptors" corresponding to different roles in higher education, and defines the areas of activity, coreknowledgeand professional values expected at each level. The UKPSF was developed by AdvanceHE and the descriptors correspond to the levels inHEA's professional recognition scheme.[14][15]

The introduction of national professional standards for university teachers was one of the higher educationreformsproposed in theDfESwhite paper"The Future of Higher Education" (2003) which outlined plans to introduce new standards and ensure that all new university teaching staff achieved a qualification that met them. These would be the responsibility of a new "centre of excellence" in the form of a "teaching quality academy".[16]The Higher Education Academy was formed and commissioned by the UK's education funding councils andUniversities UKto develop new standards which became known as the "UK Professional Standards Framework" or "UKPSF".[15]

The framework has two elements: the "descriptors" (describing higher education roles and associated competences), and the "dimensions of practice" (describing the activities, core knowledge and professional values expected of practitioners). There are four descriptors corresponding to support staff with minor teaching duties, full academics (e.g. lecturers), senior academics with teaching specialisms, and senior management with strategic responsibility for teaching. The descriptors correspond to the four grades within theHEA's professional recognition schemeand academic staff are usually expected to demonstrate that they meet the second descriptor during their probationary period.[17]The framework is used to accredit training schemes for university teachers such as thePostgraduate Certificate in Higher Education (PGCHE)and thePostgraduate Certificate in Academic Practice (PGCAP).

Gender Equality and Athena SWAN (2005)

edit

Advance HE manage theAthena SwanCharter framework (established in 2005) which is used to support gender equality within higher education and research.[18]

In June 2022, Advance HE announced it would change its guidelines that ask universities to commit to "collective understanding that individuals have the right to determine their owngender identityand tackling the specific issues faced by trans and non-binary people ".[19]Academics at theUniversity of Cambridgehad refused to comply;Arif Ahmed,reader in philosophy said: "A university should absolutely not be ‘fostering collective understanding’ on controversial issues but encouraging open debate."[19]

Membership

edit

Fellowships of the HEA and professional recognition

edit

Advance HE operates a professional recognition scheme for university teachers who have demonstrated that their teaching practices are well-aligned with theUKPSF.This is intended both to encourage excellence in teaching and provide academics with a portable qualification transferable between institutions.

There are four grades. Associate Fellow represents the minimum level of competence expected of any university teacher. Fellow represents the level normally required in an established academic post.[20][dead link‍]These grades can be awarded on the basis of an assessed portfolio (containing a candidate's statement and supporting references) or on completion of an accredited course such as aPGCHEorPGCAP.Senior Fellow and Principal Fellow represent significant leadership in the promotion of teaching excellence, and are only awarded on the basis of an assessed portfolio.[20][dead link‍]

Funding

edit

The Academy was funded by grants from four higher education funding bodies in the UK (HEFCE,SFC,HEFCWandDELNI), subscriptions from higher education institutions, and grant/contract income for organised initiatives. It is owned by the representative bodies of the higher education sector –Universities UKandGuildHE(formerly known as the Standing Conference of Principals).

Historical Activities: Subject Centres

edit

The Academy incorporated "Subject Centres" to share best practices in specific disciplines (2003-12). These were based around the UK at relevant university faculties (until they closed on 1 January 2012).[21]

See also

edit

Notes

edit
  1. ^abcHEFCE (2009)."Higher Education Academy".Archived fromthe originalon 2 February 2010.Retrieved28 April2014.
  2. ^"ADVANCE HE overview - Find and update company information - GOV.UK".find-and-update.company-information.service.gov.uk.Retrieved4 February2022.
  3. ^"ADVANCE HE - Charity 1101607".register-of-charities.charitycommission.gov.uk.Retrieved4 February2022.
  4. ^ab"Helping HE shape its future | Advance HE".www.advance-he.ac.uk.Retrieved8 November2022.
  5. ^"Should lecturers have teaching qualifications?".The Courier Online. 30 April 2012. Archived fromthe originalon 19 December 2014.Retrieved19 December2014.
  6. ^"Dearing Report".1997. Archived fromthe originalon 24 December 2012.Retrieved28 April2014.
  7. ^HEFCE (2003)."Teaching Quality Enhancement Committee".Archived fromthe originalon 2 February 2010.Retrieved28 April2014.
  8. ^"ADVANCE HE - Charity 1101607".register-of-charities.charitycommission.gov.uk.Retrieved4 February2022.
  9. ^"ADVANCE HE overview - Find and update company information - GOV.UK".find-and-update.company-information.service.gov.uk.Retrieved4 February2022.
  10. ^"Parlliamentary Business 5 Feb 2004 Column 1023W Question 152657".
  11. ^"Advance HE".Advance HE.Retrieved25 May2020.
  12. ^HEA."About The Higher Education Academy".Retrieved4 May2014.
  13. ^BIS (2013)."Opening up Education: Innovative teaching and learning for all through New Technologies and Open Educational Resources".Retrieved18 August2014.
  14. ^HEA."UK Professional Standards Framework (UKPSF)".Retrieved4 May2014.
  15. ^abFry, Heather; Ketteridge, Steve (2009). "Enhancing Personal Practice: Establishing Teaching and Learning Credentials". In Fry, Heather; Ketteridge, Steve; Marshall, Ketteridge (eds.).A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice(3rd ed.). Routledge. pp.469–484.ISBN978-0-415-43464-5.
  16. ^Department for Education and Skills (2003)."The Future of Higher Education"(PDF)(white paper). Archived fromthe original(PDF)on 26 June 2011.Retrieved22 May2014.
  17. ^HEA."Professional Recognition".Archived fromthe originalon 31 May 2011.Retrieved22 May2014.
  18. ^Barnard, Sarah (2017), White, Kate; O'Connor, Pat (eds.),"The Athena SWAN Charter: Promoting Commitment to Gender Equality in Higher Education Institutions in the UK",Gendered Success in Higher Education: Global Perspectives,London: Palgrave Macmillan UK, pp. 155–174,doi:10.1057/978-1-137-56659-1_8,ISBN978-1-137-56659-1,retrieved19 September2021
  19. ^abEllery, Ben (18 June 2022)."Cambridge academics reject trans 'thought control'".The Times.Retrieved19 June2022.
  20. ^abHEA."Framework Guidance Note 2: What are the UK Professional Standards Framework Descriptors?".Retrieved26 April2010.
  21. ^Attwood, Rebecca (25 November 2010)."Academics express 'profound consternation' at support-centre closures".Times Higher Education.Retrieved4 May2014.
edit
Retrieved from "https://en.wikipedia.org/w/index.php?title=Advance_HE&oldid=1249193429#Professional_recognition"