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Framework Guidance Note 5:
In what ways can the Framework be used?
The HEA has developed a series of Guidance Notes to support the effective use of the 2011 Framework.
These are intended as a dynamic and developmental set of documents. They will be extended and amended
over time in response to the needs of the learning and teaching community.
The Guidance Notes answer the following questions:
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5.
6.
What is the UKPSF? An introduction and overview.
What are the Descriptors?
What are the Dimensions?
How has the Framework changed?
In what ways can the Framework be used?
Accreditation
This Framework Guidance Note answers the following questions
5.1. What is the Framework’s central purpose?
5.2. How can I use the framework to gain recognition for my own teaching and learning support
activities?
5.3. How can I use the Framework to gain Academy accreditation for my education development
programmes and schemes?
5.4. How else can I use the Framework?
5.1 What is the Framework’s central purpose?
The Framework’s central purpose is to help those individuals and institutions seeking to enhance the
learning experience of their students, by improving the quality of their teaching and learning support.
5.2 How can I use the framework to gain recognition for my own teaching and learning
support activities?
The Higher Education Academy (HEA) aligns its Fellowship categories directly with the Framework
Descriptors.
The recognition scheme is for individuals and contributes towards the professionalisation of teaching by
conferring the status of Associate Fellow (AFHEA), Fellow (FHEA), Senior Fellow (SFHEA) or Principal
Fellow (PFHEA) of the Higher Education Academy. Gaining recognition provides national recognition of a
commitment to professionalism in teaching and learning in higher education and demonstrates that practice
is aligned with the UKPSF. Individuals can apply for recognition either on completion of HEA-accredited
professional development provision (for example PG Cert in teaching and learning in HE, or accredited
Continuing Professional Development (CPD) scheme) or on the basis of making a claim about their
experience in teaching and learning through HEA’s individual application route. An Institution’s programme
FGN5: In what ways can the Framework be used?
or scheme will have its own requirements about the evidence needed, its form, and the processes involved
in submitting such evidence.
Review the Descriptors to see which one would be appropriate for you. You don’t necessarily have to
start as an Associate Fellow and work through to Fellow, Senior Fellow and Principal Fellow. You can gain
appropriate recognition for any Descriptor depending on your current role and recent experience.
Evidence used to support an application should normally be in the context of an individual’s recent and
current work. Examples from previous work and practice can be used as long as it is relevant to current
work and practice.
Many people will be undertaking activities that might be considered additional or supplementary to their
work role. This might include activities such as working in an advisory capacity, involvement in projects or
research, consultancy type activities, external mentoring, writing and publications and working as an
external examiner. All of these activities have potential to provide evidence and examples. The key
consideration is how the activities are enabling the demonstration of the relevant Descriptor and the
Dimensions of the framework.
For example, an individual who is an external examiner might draw upon examples of the work they do to
provide evidence against Descriptor 3, such as on the design of assessment or on quality assurance: the
fact that they are an External Examiner does not in itself enable them to meet the descriptor. A successful
claim against all the dimensions of the descriptor needs to be made and this, by necessity, would draw on
other aspects of their teaching and supporting learning. This might include evidence against the design of
assessment, curriculum design, and evidence of knowledge and practice in quality assurance.
The term ‘Professional Practice’ is used throughout the Framework as a comprehensive representation of
the many different aspects of HE level teaching, and, in particular, to embrace HE level teaching and
learning activities that take place in vocational and professional contexts. It recognises that the complexity
of practice in these areas can be distinct, reflecting the practice and norms of the ‘professional community’,
and their established definitions of expertise and practice.
Locating the Framework in the context of ‘professional practice’ provides the opportunity for those
teaching and supporting learning in vocational or professional areas to consider the dimensions specifically
within that context. This might place greater emphasis on the norms of professional practice. These may
highlight the importance of self-regulation; the evaluative approach to overseeing standards of practice and
professional activity; the cognitive dimension of understanding education in the professional context, and
the demonstration of mastery.
5.3 How can I use the Framework to gain HEA accreditation for my education development
programmes and schemes?
If you are involved in the training and development of teaching and/or learning support staff, you can use
the framework to design and structure your development programmes. You can also make use of the
accreditation service provided by the HEA. Successful participants in HEA Accredited programmes and
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schemes are automatically entitled to become Associates/Fellows/Senior Fellows1 (depending on the
descriptor of accreditation). This is an effective way to enable your staff to gain HEA recognition.
The HEA accredits initial and continuing professional development provision delivered by higher education
institutions. Accreditation provides external confirmation that institutional CPD provision is aligned with
the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education
(UKPSF) providing a national professional benchmarking of provision which reflects the best practices
within the sector
The term ‘provision’ includes a range of approaches to support professional development including
programmes. Programmes would include, for example, Postgraduate Certificates in Learning and Teaching
in Higher Education (or equivalent), Masters programmes focusing on higher education practice and
modules or courses designed to support the evidencing of Descriptors in the UKPSF. ‘Provision ‘might also
include schemes which provide the opportunity for individuals to engage in professional development
activities where they are able to demonstrate their progress towards and attainment of a descriptor.
The HEA, through the Accreditation Service, works collaboratively with institutions throughout the peerbased process to assist institutions in aligning their provision with the UKPSF whilst acknowledging the
differing contexts, cultures and requirements of individual institution.
Please see the online information on the Accreditation Service and Recognition process.
5.4 How else can I use the Framework?
The Framework is designed to be highly flexible and adaptable to the wide range of contexts in which it
may be utilised. The following list which is not exhaustive, suggests a variety of ways in which it can be used
to:
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Plan and guide your CPD in the area of teaching and learning;
Promote the professionalisation of teaching and learning support within Higher Education;
Foster creative and innovative approaches to teaching and learning;
Enable HE staff to gain recognition and reward for developing their capabilities as teachers and
supporters of learning;
Enhance the quality and prominence of the teaching and learning activities within your remit;
Facilitate and support the design and delivery of initial and continuing education development
programmes and activities;
Facilitate individuals and institutions in gaining formal recognition for quality enhanced approaches to
teaching and supporting learning in the context of wider responsibilities such as research and/or
management;
Demonstrate to students and other stakeholders the professionalism that your staff and institution
brings to teaching and support for student learning;
Support Senior Staff seeking to:
o develop policies and systems for the recognition and reward of teaching and learning support
staff
It would not normally be possible to gain Principal Fellowship recognition through a specific educational programme
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o promote a strong culture of teaching and learning support.
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