Establishing and Championing an accredited and Inclusive HEA Fellowship Programme

I undertook a review of the professional recognition of L&T at Strathclyde. A PgCert was available, leading to AFHEA and FHEA, but had not been reviewed for some time. I examined the outcome of the most recent institutional values survey and identified a notable trend. L&T staff did not identify with the university values. Seizing the opportunity for change, knowing that I could enable L&T staff to develop their leadership, scholarship and practice, and to feel valued and supported, I set about creating an innovative and inclusive proposal for professional recognition at the university.

I proposed that,

• The focus, process and assessment of taught fellowships should be revised and aligned with current HEA accreditation requirements;
• An experiential route to fellowship should be implemented that includes SFHEA;
• The experiential route should be inclusive and open to all staff who support and deliver L&T.

I used formal committee structures to champion this proposal, citing the work of other Research-Intensive universities to provide evidence for support. I presented my proposal to Deputy Associate Principals (L&T) and then to University Senate where it was formally approved. I was commended by Senate for my inclusive design. They were particularly supportive that laboratory technical staff were included and recognised for their role in L&T, important in a University which champions widening participation.

I led the implementation of my plan and in 2017 we successfully received HEA accreditation for a new and revised Taught Route for D1-D2 as well as experiential routes to D1-D2-D3. Five years on this programme is thriving. I have supported 100 AFHEAs; 97 FHEAs; and 36 SFHEAs to successful completion through our established peer network system of support. Four senior leaders (myself included) have obtained PFHEA.

Bringing a focus to professional standards for L&T has led to greater institutional awareness and a number of concrete achievements. A core CPD module has been made compulsory for new staff involved in L&T, ensuring a baseline institutional standard of practice. A key achievement has been the introduction of a Professor of L&T role – I was invited by the University Principal to participate in a small senior group to propose and scope the introduction of this role. Our first Professor of Learning and Teaching has now been appointed.

My commitment to inclusion has translated into action. I instigated and led a peer network for technical staff. Twelve technical staff successfully completed AFHEA and two of these have now achieved FHEA. I supported our Research Development team to introduce an AFHEA programme for PGR students. I mentored the team in gaining fellowships themselves and then supported them to implement the network. They have now successfully supported 75 students to AFHEA. Staff in the areas that have supported these programmes tell me this has raised the standards of L&T – staff feel more confident in their roles and are proactive in supporting students. They now feel part of the wider L&T community; they participate in STEP events and the Annual Learning and Teaching conference.