Advance HE

Last updated

Advance HE
AbbreviationAHE / HEA
Formation14 October 2003;20 years ago (2003-10-14) [1]
Registration no.1101607 (Charity)
04931031 (Company)
Legal status Nonprofit 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
Website www.advance-he.ac.uk
Formerly called
Higher Education Academy (2003-18)

Advance HE (formerly the Higher 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 the UK Professional Standards Framework for higher education practitioners and merged (with the Leadership Foundation for Higher Education and Equality Challenge Unit) to form Advance HE on 21 March 2018. [4]

Contents

History

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)

The Dearing 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. The Institute for Learning and Teaching in Higher Education was founded in 2000. [6]

Higher Education Academy (2003–2018)

In January 2003, a committee (established by HEFCE, Universities UK and the Standing 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 the Institute for Learning and Teaching in Higher Education, Learning and Teaching Support Network and 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 be Paul Ramsden. [10]

The Bell Review Archived 20 August 2020 at the Wayback Machine recommended 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 the Leadership Foundation for Higher Education and the Equality Challenge Unit to form Advance HE on 21 March 2018. [4] [ failed verification ]

Aims and purpose

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 annual National Teaching Fellowship awards. 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)

The UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education is a voluntary scheme for describing the competences and values expected of university teaching staff in the UK. [13] The scheme consists of four "descriptors" corresponding to different roles in higher education, and defines the areas of activity, core knowledge and professional values expected at each level. The UKPSF was developed by AdvanceHE and the descriptors correspond to the levels in HEA's professional recognition scheme. [14] [15]

The introduction of national professional standards for university teachers was one of the higher education reforms proposed in the DfES white 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 and Universities UK to 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 the HEA's professional recognition scheme and 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 the Postgraduate Certificate in Higher Education (PGCHE) and the Postgraduate Certificate in Academic Practice (PGCAP).

Gender Equality and Athena SWAN (2005)

Advance HE manage the Athena Swan Charter 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 own gender identity and tackling the specific issues faced by trans and non-binary people". [19] Academics at the University of Cambridge had 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

Fellowships of the HEA and professional recognition

Advance HE operates a professional recognition scheme for university teachers who have demonstrated that their teaching practices are well-aligned with the UKPSF. 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 a PGCHE or PGCAP. 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

The Academy was funded by grants from four higher education funding bodies in the UK (HEFCE, SFC, HEFCW and DELNI), 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 UK and GuildHE (formerly known as the Standing Conference of Principals).

Historical Activities: Subject Centres

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

Notes

  1. 1 2 3 HEFCE (2009). "Higher Education Academy". Archived from the original on 2 February 2010. Retrieved 28 April 2014.
  2. ↑ "ADVANCE HE overview - Find and update company information - GOV.UK". find-and-update.company-information.service.gov.uk. Retrieved 4 February 2022.
  3. ↑ "ADVANCE HE - Charity 1101607". register-of-charities.charitycommission.gov.uk. Retrieved 4 February 2022.
  4. 1 2 "Helping HE shape its future | Advance HE". www.advance-he.ac.uk. Retrieved 8 November 2022.
  5. ↑ "Should lecturers have teaching qualifications?". The Courier Online. 30 April 2012. Archived from the original on 19 December 2014. Retrieved 19 December 2014.
  6. ↑ "Dearing Report". 1997. Archived from the original on 24 December 2012. Retrieved 28 April 2014.
  7. ↑ HEFCE (2003). "Teaching Quality Enhancement Committee". Archived from the original on 2 February 2010. Retrieved 28 April 2014.
  8. ↑ "ADVANCE HE - Charity 1101607". register-of-charities.charitycommission.gov.uk. Retrieved 4 February 2022.
  9. ↑ "ADVANCE HE overview - Find and update company information - GOV.UK". find-and-update.company-information.service.gov.uk. Retrieved 4 February 2022.
  10. ↑ "Parlliamentary Business 5 Feb 2004 Column 1023W Question 152657".
  11. ↑ "Advance HE". Advance HE. Retrieved 25 May 2020.
  12. ↑ HEA. "About The Higher Education Academy" . Retrieved 4 May 2014.
  13. ↑ BIS (2013). "Opening up Education: Innovative teaching and learning for all through New Technologies and Open Educational Resources" . Retrieved 18 August 2014.
  14. ↑ HEA. "UK Professional Standards Framework (UKPSF)" . Retrieved 4 May 2014.
  15. 1 2 Fry, 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. ISBN   978-0-415-43464-5.
  16. ↑ Department for Education and Skills (2003). "The Future of Higher Education" (PDF) (white paper). Archived from the original (PDF) on 26 June 2011. Retrieved 22 May 2014.
  17. ↑ HEA. "Professional Recognition". Archived from the original on 31 May 2011. Retrieved 22 May 2014.
  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, ISBN   978-1-137-56659-1 , retrieved 19 September 2021
  19. 1 2 Ellery, Ben (18 June 2022). "Cambridge academics reject trans 'thought control'". The Times . Retrieved 19 June 2022.
  20. 1 2 HEA. "Framework Guidance Note 2: What are the UK Professional Standards Framework Descriptors?" . Retrieved 26 April 2010.
  21. ↑ Attwood, Rebecca (25 November 2010). "Academics express 'profound consternation' at support-centre closures". Times Higher Education. Retrieved 4 May 2014.

Related Research Articles

<span class="mw-page-title-main">Master's degree</span> Postgraduate academic degree

A master's degree is a postgraduate academic degree awarded by universities or colleges upon completion of a course of study demonstrating mastery or a high-order overview of a specific field of study or area of professional practice. A master's degree normally requires previous study at the bachelor's level, either as a separate degree or as part of an integrated course. Within the area studied, master's graduates are expected to possess advanced knowledge of a specialized body of theoretical and applied topics; high order skills in analysis, critical evaluation, or professional application; and the ability to solve complex problems and think rigorously and independently.

<span class="mw-page-title-main">Education in England</span>

Education in England is overseen by the Department for Education. Local government authorities are responsible for implementing policy for public education and state-funded schools at a local level. State-funded schools may be selective grammar schools or non-selective comprehensive schools. All state schools are subject to assessment and inspection by the government department Ofsted. England also has private schools and home education; legally, parents may choose to educate their children by any suitable means.

A postgraduate diploma is a postgraduate qualification awarded after a university degree, which supplements the original degree and awards them with a graduate diploma. Countries that award postgraduate diplomas include but are not limited to Bangladesh, Barbados, Belgium, Brazil, Canada, Chile, Colombia, Germany, Hong Kong, Jamaica, Spain, Kenya, South Africa, Sudan, India, Israel, Ireland, the Netherlands, New Zealand, Nigeria, Republic of Panama the Philippines, Portugal, Russia, Pakistan, Poland, Saudi Arabia, Singapore, Sweden, the United Kingdom, Sri Lanka, Trinidad and Tobago and Zimbabwe. Level of education and recognition differ per issuing country.

The Higher Education Funding Council for England (HEFCE) was a non-departmental public body in the United Kingdom, which was responsible for the distribution of funding for higher education to universities and further education colleges in England since 1992. It ceased to exist as of 1 April 2018, when its duties were divided between the newly created Office for Students and Research England.

<span class="mw-page-title-main">Quality Assurance Agency for Higher Education</span> British non-profit organization

The Quality Assurance Agency for Higher Education is the United Kingdom higher education sector's independent expert quality body. It has a remit to maintain and enhance the quality of teaching and learning in tertiary education in the United Kingdom and beyond. It conducts quality assessment reviews, develops reference points and guidance for providers, and conducts or commissions research on relevant issues.

The National Teaching Fellowship Scheme (NTFS) is an award for excellence in teaching in higher education for teaching fellows in England, Scotland, Northern Ireland, and Wales. The scheme was first administered by the Higher Education Academy, which subsequently became Advance HE in 2018. The scheme was started in 2000 and there are now more than 900 national teaching fellows (NTFs) across the UK. In 2016 an additional team award, the Collaborative Award for Teaching Excellence (CATE) was launched. This award recognises teams for their collaborative work and excellent practice in teaching and learning.

The UK Centre for Materials Education (UKCME) was one of 24 subject centres within the Higher Education Academy (HEA). It supported teaching and learning in Materials Science and related disciplines. The Centre was established in 2000 as part of the Learning and Teaching Support Network (LTSN), later subsumed within the HEA. It was directed from its inception by Professor Peter Goodhew and ceased operating in 2010.

The National Student Survey is an annual survey, launched in 2005, of all final year undergraduate degree students at institutions in England, Scotland, Wales and Northern Ireland within the United Kingdom. The survey is designed to assess undergraduate students' opinions of the quality of their degree programmes, with seven different scores published including an "overall satisfaction" mark.

The Association of Higher Education Professionals (AHEP), formerly known as the Association of University Administrators (AUA), is the professional body for higher education administrators and managers in the United Kingdom and Republic of Ireland. As of 2023, its membership comprised several thousand individuals, representing 300 institutions from the UK and 21 countries worldwide.

A postgraduate certificate (abbreviated as PGCert, PG Cert or PGC is a postgraduate qualification at the level of a master's degree.

<span class="mw-page-title-main">Engineering Subject Centre</span>

The Engineering Subject Centre (EngSC) was one of 24 subject centres within the Higher Education Academy from 2000 to 2011. The academy encouraged, supported and enabled teaching excellence in the United Kingdom higher education community. This was achieved through development of research and evaluation both for the higher education (HE) community as a whole and through the discipline-specific expertise of the subject centres. The stated aim of the academy is: "to improve the learning experience for students".

LLAS was a staff development centre based at the University of Southampton which provided services to academic staff across the UK teaching Languages, Linguistics and Area Studies in higher education. Its first incarnation was as a subject centre of the Learning and Teaching Support Network (2000-2004), then a subject centre of the Higher Education Academy (2004-2011). Its second incarnation was as an enterprise unit of the University of Southampton.

A graduate certificate is an educational credential representing completion of specialized training at the college or university level. A graduate certificate can be awarded by universities upon completion of certain coursework indicating mastering of a specific subject area. Graduate certificates represent training at different levels in different countries, for example a graduate certificate is at master's degree level in Ireland, but is at a bachelor's degree level in the United Kingdom. In both cases, the graduate certificate represents less work than a degree at the same level.

<span class="mw-page-title-main">Commission for Academic Accreditation (United Arab Emirates)</span> UAE government agency

The Commission for Academic Accreditation (CAA) is the national quality assurance and regulatory agency responsible for evaluation and accreditation of higher educational institutions and universities in the United Arab Emirates. Established in 2000, it comes under the country's Ministry of Education.

The Research Excellence Framework (REF) is a research impact evaluation of British Higher Education Institutions (HEIs). It is the successor to the Research Assessment Exercise and it was first used in 2014 to assess the period 2008–2013. REF is undertaken by the four UK higher education funding bodies: Research England, the Scottish Funding Council (SFC), the Higher Education Funding Council for Wales (HEFCW), and the Department for the Economy, Northern Ireland (DfE).

The Postgraduate Certificate in Higher Education (PGCHE), alternatively called the Postgraduate Certificate in Academic Practice (PGCAP), is a British teaching qualification for university lecturers and similar professionals. The PGCHE is designed to equip holders with the skills needed to provide high-quality teaching and learning. PGCHE courses are usually closely aligned with the Higher Education Academy's Professional Standards Framework (UKPSF), with successful completion of an HEA-accredited postgraduate certificate leading to formal professional recognition as an HEA fellow (FHEA).

The UK Academy for Information Systems (UKAIS) is an active combination of a traditional learned society, communications channel and pressure group. It is a conduit for communication between industry and academia to ensure that relevant courses can be designed and research initiatives established throughout the UK. The UKAIS has attempted to create a 'uniform' definition of Information Systems: the means by which people and organisations, utilising technologies, gather, process, store, use and disseminate information.

<span class="mw-page-title-main">Michael Worton</span> British scholar of French (born 1951)

Michael John Worton is a British scholar of French. He was Vice-Provost (International) of University College London (UCL), appointed 1998. He held this appointment concurrently with the university's Fielden Professorship of French Language and Literature. He retired at the end of September 2013.

Dianne Claire Berry, is British psychologist and academic. She is Professor of Psychology and Dean of Postgraduate Research Studies at the University of Reading, having previously served as Pro-Vice-Chancellor for Research (2003-2010) and Dean of Social Sciences. She joined the University in 1990 as a lecturer, receiving a chair in 1997.

The national qualification frameworks in the United Kingdom are qualifications frameworks that define and link the levels and credit values of different qualifications.

This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.