Advance HE

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.{{cite web|url=http://thecourieronline.co.uk/form-filling-irrelevant-in-providing-quality-academia/|archive-url=https://web.archive.org/web/20141219162030/http://thecourieronline.co.uk/form-filling-irrelevant-in-providing-quality-academia/|url-status=dead|archive-date=19 December 2014|title=Should lecturers have teaching qualifications?|publisher=The Courier Online|date=30 April 2012|access-date=19 December 2014}}

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.{{cite web|date=1997|title=Dearing Report|url=https://bei.leeds.ac.uk/Partners/NCIHE/|url-status=dead|archive-url=https://archive.today/20121224091502/https://bei.leeds.ac.uk/Partners/NCIHE/|archive-date=24 December 2012|access-date=28 April 2014}}

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.{{cite web|url=http://hefce.ac.uk/learning/heacademy/tqec/ |archive-url=http://webarchive.nationalarchives.gov.uk/20100202100434/http://hefce.ac.uk/learning/heacademy/tqec/ |url-status=dead |archive-date=2 February 2010 |title=Teaching Quality Enhancement Committee |access-date=28 April 2014 |date=2003 |author=HEFCE }} The Academy became a registered company in October 2003 and charity in January 2004.{{Cite web|title=ADVANCE HE - Charity 1101607|url=https://register-of-charities.charitycommission.gov.uk/charity-search/-/charity-details/4004291/charity-overview|access-date=2022-02-04|website=register-of-charities.charitycommission.gov.uk|language=en-GB}}{{Cite web|title=ADVANCE HE overview - Find and update company information - GOV.UK|url=https://find-and-update.company-information.service.gov.uk/company/04931031|access-date=2022-02-04|website=find-and-update.company-information.service.gov.uk|language=en}} 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.{{cite web|url=https://publications.parliament.uk/pa/cm200304/cmhansrd/vo040205/text/40205w07.htm|title=Parliamentary Business 5 Feb 2004 Column 1023W Question 152657}}

The [https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/report-of-the-review-group-on-uk-higher-education-sector-agencies.aspx Bell Review] {{Webarchive|url=https://web.archive.org/web/20200820180514/https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/report-of-the-review-group-on-uk-higher-education-sector-agencies.aspx |date=20 August 2020 }} recommended a single sector agency for equality and diversity, learning and teaching, and leadership and governance in higher education.{{Cite web|title=Advance HE|url=https://www.ecu.ac.uk/advance-he-faqs/|archive-url=https://web.archive.org/web/20201028034417/https://www.ecu.ac.uk/advance-he-faqs/|url-status=dead|archive-date=28 October 2020|access-date=2020-05-25|website=Advance HE|language=en-GB}} Consequently, the Academy merged with the Leadership Foundation for Higher Education and the Equality Challenge Unit to form Advance HE on 21 March 2018.{{Failed verification|date=September 2024}}

Advance HE has stated its overall aim:

{{Quote|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.{{cite web | url=http://www.heacademy.ac.uk/about | title=About The Higher Education Academy|author=HEA | access-date=4 May 2014}}}}

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.

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.{{cite web|author=BIS|year=2013|title=Opening up Education: Innovative teaching and learning for all through New Technologies and Open Educational Resources|url=http://europeanmemoranda.cabinetoffice.gov.uk/files/2014/03/14116-13.doc|access-date=18 August 2014}} 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.{{cite web | url=http://www.heacademy.ac.uk/ukpsf | title=UK Professional Standards Framework (UKPSF) | access-date=4 May 2014 | author=HEA}}{{cite book | last1=Fry | first1=Heather | last2=Ketteridge | first2=Steve | chapter=Enhancing Personal Practice: Establishing Teaching and Learning Credentials | pages=[https://archive.org/details/handbookforteach00fryh_747/page/n487 469]–484 | title=A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice | url=https://archive.org/details/handbookforteach00fryh_747 | url-access=limited | editor1-last=Fry | editor1-first=Heather | editor2-last=Ketteridge | editor2-first=Steve | editor3-last=Marshall | editor3-first=Ketteridge | year=2009 | publisher=Routledge | edition=3rd | isbn=978-0-415-43464-5}}

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".{{cite web | url=http://www.bis.gov.uk/assets/biscore/corporate/migratedd/publications/f/future_of_he.pdf | title=The Future of Higher Education | type=white paper | year=2003 | author=Department for Education and Skills | access-date=22 May 2014 | url-status=dead | archive-url=https://web.archive.org/web/20110626124836/http://www.bis.gov.uk/assets/biscore/corporate/migratedd/publications/f/future_of_he.pdf | archive-date=26 June 2011 }} 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".

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.{{cite web|author=HEA|title=Professional Recognition|url=http://www.heacademy.ac.uk/ourwork/supportingindividuals/professionalrecognition|url-status=dead|archive-url=https://web.archive.org/web/20110531194155/http://www.heacademy.ac.uk/ourwork/supportingindividuals/professionalrecognition|archive-date=31 May 2011|access-date=22 May 2014}} 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).

Advance HE manage the Athena Swan Charter framework (established in 2005) which is used to support gender equality within higher education and research.{{Citation|last=Barnard|first=Sarah|title=The Athena SWAN Charter: Promoting Commitment to Gender Equality in Higher Education Institutions in the UK|date=2017|url=https://doi.org/10.1057/978-1-137-56659-1_8|work=Gendered Success in Higher Education: Global Perspectives|pages=155–174|editor-last=White|editor-first=Kate|place=London|publisher=Palgrave Macmillan UK|language=en|doi=10.1057/978-1-137-56659-1_8|isbn=978-1-137-56659-1|access-date=2021-09-19|editor2-last=O'Connor|editor2-first=Pat}}

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".{{Cite news |last=Ellery |first=Ben |date=18 June 2022 |title=Cambridge academics reject trans 'thought control' |work=The Times |url=https://www.thetimes.com/article/ffd41746-ee87-11ec-b47a-cf598c451bbb?shareToken=91b86d8ddf663b9e74b7bca94190ef8 |access-date=19 June 2022}} 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."

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.{{cite web |url=http://www.heacademy.ac.uk/assets/documents/ukpsf/framework-guidance-2.doc |archive-url=https://web.archive.org/web/20121115091855/http://www.heacademy.ac.uk/assets/documents/ukpsf/framework-guidance-2.doc |url-status=dead |archive-date=15 November 2012 |author=HEA |title= Framework Guidance Note 2: What are the UK Professional Standards Framework Descriptors? |access-date=26 April 2010}} 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.{{Dead link|date=September 2024}}

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).

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).{{cite web | url=http://www.timeshighereducation.co.uk/story.asp?storycode=414393 | last=Attwood | first=Rebecca | date=25 November 2010 | access-date=4 May 2014 | website=Times Higher Education | title=Academics express 'profound consternation' at support-centre closures}}

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• Dearing Report
• Universities UK
• GuildHE
• UK Professional Standards Framework (higher education)
• Postgraduate Certificate in Higher Education
• Postgraduate Certificate in Academic Practice

{{div col end}}

{{Reflist}}

• [http://www.heacademy.ac.uk Higher Education Academy] {{Webarchive|url=https://web.archive.org/web/20171226053238/http://www.heacademy.ac.uk/ |date=26 December 2017 }}
• [https://www.advance-he.ac.uk/ AdvanceHE]

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