The core purpose of this distinctive book is to offer academics working in higher education practical support in achieving formal accreditation of their teaching practice with the Higher Education Academy (HEA). It maps a range of key themes against the UKPSF (United Kingdom Professional Standards Framework) and invites readers to engage with the all-important dimensions of practice. This book is relevant both to those who are in the process of preparing an application for an HEA fellowship and to those who are preparing assignments they might be producing for a PG Cert (HE) programme. The book explains the dimensions of practice in detail and offers readers suggestions for ways in which they might engage with particular aspects of the UK PSF at the end of each section and thus evidence the quality of their teaching practice. Each section also offers suggestions on ways to develop teaching as related to the themes.Its distinctive features include:• Linking explicitly to the UK PSF (UK Professional Standards Framework) and offering practical advice to those making a fellowship application. • Integrating this practical element with some of the wider debates about the purpose of higher education• Incorporating a thread of student engagement throughout the book, including students' own perspectives on the themes of the book.Not only will the book support academics following an accreditation route, the book will also be a useful companion text on taught courses since the UK PSF is the overarching framework for people working in HE in a teaching capacity. Whether you are working in higher education or working in college based higher education then this is the book for you.
Preface and AcknowledgementsChapter One: The Scholarship of Teaching and Learning by John Lea and Nigel Purcell Opinion Piece: On Internationalisation by Brigitte Stockton Chapter Two: Enhancing Student Learning by Cordelia Bryan Opinion Piece: On Transforming the Experience of Students Through Assessment by Yaz El-Hakim Debate: On the uses and limitations of Learning Outcomes, Trevor Hussey by Patrick Smith and David Gosling Chapter Three: The Nature of Academic Time by John Lea Opinion Piece: On Academic Identity by Bruce Macfarlane Debate: On Academic Allegiance by Chris Stevens and Ralph Norman Chapter Four: The Nature of Academic Space by Mike Neary and Helen Beetham Opinion Piece: On Distance Learning by Wayne Barry Debate: On Online and Face-to-face Learning by Emily McCormick and Anna McCormick Chapter Five: The Nature of Academic Knowledge by John Lea Opinion Piece: On Employability by Ruth Lawton Debate: On the nature of Academic Knowledge by Celia Popovic and Dennis Hayes Chapter Six: Students as Partners in Learning byMick Healey, Alan Jenkins and Cathy Bovill Opinion Piece: On Researching, Advancing and Inspiring Engagement by Colin Bryson Debate: On the Authority of the HE Teacher by Frank Furedi and Mike Neary Chapter Seven: The Landscape of Higher Education by John Lea Opinion Piece: On College-Based Higher Education by Jonathan Eaton Debate: On the Marketisation of HE by Patrick Ainley, Ted Tapper and David Palfreyman Chapter Eight: Becoming a fellow of the Higher Education Academy by Nigel Purcell and John Lea Opinion Piece: On Sustainability by Katja Hallenberg
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