The Higher Education Academy (HEA) was a British professional membership scheme promoting excellence in higher education.[1] The HEA advocated for evidence-based teaching methods and awards fellowships as a method of professional recognition for university teachers. The HEA was responsible for the UK Professional Standards Framework for higher education practitioners. On 21 March 2018, the HEA merged with the Leadership Foundation and the Equality Challenge Unit to form Advance HE.[2] "The merger of the Equality Challenge Unit, the Higher Education Academy and the Leadership Foundation for Higher Education followed the recommendations of the Bell Review for a single sector agency for equality and diversity, learning and teaching, and leadership and governance in higher education."[3] The HEA had premises in York Science Park, Heslington. Its work is continued by Advance HE, which now operates the Higher Education Academy's professional membership scheme.
The history of teacher training in the United Kingdom is a complex subject. In 1946, faced with chronic personnel shortages after the 2nd World War, the government invested in training programmes and required all teachers in the state sector to acquire qualified teacher status. For the next half century, Universities responded to this policy by providing both graduate entrants into teaching and teacher training programmes. In recent decades however, there has been a shift towards school-based training for teaching and also a change in terminology as teacher education has displaced teacher training [4][5] Despite Higher Education's involvement in teacher training, University Lecturers have not needed 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.[6][citation needed] In 1997, the Dearing Report recommended the establishment of a professional body for Lecturers, the Institute for Learning and Teaching in Higher Education, that would define standards and accredit training for university teaching. In a further recommendation, the Dearing Report suggested that during their probationary periods, all new Lecturers should be required to achieve 'at least associate membership' of the new Institute.[7] In response, the Institute for Learning and Teaching in Higher Education was founded in 2000.[citation needed]
The HEA stated its overall aim in the following words:
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.[9]
The HEA 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[10] scheme for describing the competences and values expected of university teaching staff in the UK. 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. UKPSF was developed by the HEA and UKPSF's descriptors correspond to the levels in HEA's professional recognition scheme.[11][12]
The introduction of national professional standards for university teachers was one of the higher education reforms proposed in the 2003 DfES white paper "The Future of Higher Education". This paper outlined government plans to introduce new standards and to ensure that all new university teaching staff achieved a qualification that met them. These would be the responsibility of a new single "centre of excellence" in the form of a "teaching quality academy".[13] In response to this, the HEA was formed, and commissioned by the UK's education funding councils and Universities UK to develop the new standards. These became known as the "UK Professional Standards Framework" or "UKPSF".[12]
The framework has two elements: the "descriptors" which describe higher education roles and the associated competences, and the "dimensions of practice" which describe 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[14] and academic staff are usually expected to demonstrate that they meet the second descriptor during their probationary period.[citation needed] 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.[citation needed]
Fellowships of the HEA and professional recognition
The HEA operated a professional recognition scheme (now run by Advance HE) for university teachers who have demonstrated that their teaching practices are well-aligned with UKPSF. This is intended both to encourage excellence in teaching and to provide academics with a portable qualification transferable between institutions. There are four grades:
AFHEA – Associate Fellow of the Higher Education Academy (previously known as Associate (AHEA) of the Academy)
FHEA – Fellow of the Higher Education Academy
SFHEA – Senior Fellow of the Higher Education Academy
PFHEA – Principal Fellow of the Higher Education Academy
The Associate Fellow grade represents the minimum level of competence expected of any university teacher, with the Fellow grade representing the level normally required in an established academic post.[15] 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. The higher grades of 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.[15]
Funding
The Higher Education 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
HEA used to incorporate "subject centres" to share best practices in specific disciplines. These centres were based around the UK at relevant university faculties. As of 1 January 2012, the subject centres have closed.[16] Archived resources that have been developed over their 12 years will still be available in the discipline pages of the HEA website.
List of former Higher Education Academy Subject Centres
A Bachelor of Education (B.Ed.) is an undergraduate professional degree which prepares students for work as a teacher in schools. In some countries such as Tanzania and Kenya, additional tasks like field work and research are required in order for the student to be fully qualified to teach. It may also be accompanied with or followed by tests for licenses or certifications required for teachers in some areas.
Lecturer is an academic rank within many universities, though the meaning of the term varies somewhat from country to country. It generally denotes an academic expert who is hired to teach on a full- or part-time basis. They may also conduct research.
A fellow is a broad concept whose exact meaning depends on context. In learned or professional societies, it refers to a privileged member who is specially elected in recognition of their work and achievements. Within the context of higher educational institutions, a fellow can be a member of a highly-ranked group of teachers at a particular college or university or a member of the governing body in some universities ; it can also be a specially selected postgraduate student who has been appointed to a post granting a stipend, research facilities and other privileges for a fixed period in order to undertake some advanced study or research, often in return for teaching services. In the context of research and development-intensive large companies or corporations, the title "fellow" is sometimes given to a small number of senior scientists and engineers. In the context of medical education in North America, a fellow is a physician who is undergoing a supervised, sub-specialty medical training (fellowship) after having completed a specialty training program (residency).
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, India, 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.
The Postgraduate Certificate in Education (PGCE/PGCertEd) is a one- or two-year higher education course in England, Wales and Northern Ireland which provides training in order to allow graduates to become teachers within maintained schools. In England, there are two routes available to gaining a PGCE – either on a traditional university-led teacher training course or school-led teacher training.
This is an index of education articles.
Teacher education TE (TE) or teacher training refers to the policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
The National Teaching Fellowship Scheme (NTFS) is a means of recognising excellence in teaching in higher education 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.
A teaching fellow is an individual at a higher education institution, including universities, whose role involves teaching and potentially pedagogic research. The work done by teaching fellows can vary enormously from institution to institution, depending on the requirements and position of individual institutions.
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.
Academic probation in the United Kingdom is a period served by a new academic staff member at a university or college when they are first given their job. It is specified in the conditions of employment of the staff member, and may vary from person to person and from institution to institution. In universities founded prior to the Further and Higher Education Act 1992, it is usually three years for academic staff and six months to a year for other staff. In the universities created by that Act, and in colleges of higher education, the period is generally just a year across the board, for both academic and other staff.
University Alliance is an association of British universities which was formed in 2006 as the Alliance of Non-Aligned Universities, adopting its current name in 2007.
Andrew Pollard is Head of Research Impact at the Institute of Education, University College London. Formerly, he was Professor of Education at the universities of Cambridge, Bristol and the West of England, Bristol. He chaired the Education Sub-panel for the 2014 Research Excellence Framework on behalf of UK Higher Education Funding Councils, which involves assessing the quality of research undertaken in UK universities. He was Director of the ESRC Teaching and Learning Research Programme from 2002 to 2009, of the UK Strategic Forum for Research in Education from 2008 to 2011 and of ESCalate, the Education Subject Centre of the UK's Higher Education Academy. He is a non-executive director of William Pollard & Co. Ltd. a print and communications company, founded in 1781 and based in Exeter.
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 and can be at bachelor's degree or master's degree level.
The Institute for Learning (IfL) was a voluntary membership, UK professional body. It ceased operating on 31 October 2014. Although precise membership figures and statistical details had been removed from IfL's webpage prior to its closure, at the end of financial year 2013-2014 IfL were reported as having only 33,500 of their 200,000 members remaining.
The Research Excellence Framework (REF) is a research impact evaluation of British higher education institutions. 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 national qualification frameworks in the United Kingdom are qualifications frameworks that define and link the levels and credit values of different qualifications.
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