The overarching requirement is that the candidate:
‘ demonstrates a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning ‘
Principal Fellows will be expected to show significant and strategic impact on student learning. This should be sustained, with evidence from different settings over time. Appropriate candidates are likely to be operating in institutional/national/international/professional body spheres and influencing at a senior level. Evidence of effecting change in learning and teaching is likely to be in arenas such as policy, strategy, or show significant impact on professional/disciplinary qualifications or practice. The applicant’s practice should be underpinned by significant scholarship and evidence, and may involve research, publication or similar dissemination. There should thus be evidence of a relevant external profile.
To submit through the practice pathway you will require 3 years full-time-equivalent (FTE) in higher education (defined as level 4 or above). The requirement for sustained impact means that this minimum would normally be significantly exceeded. It is not a requirement to have FHEA or SFHEA before applying for PFHEA.
The Principal Fellow Descriptors
D 4.1: Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional development
This functions as an overarching descriptor in that it should be demonstrated through the examples and reflections incorporated into the other sections and is thus embedded across the whole application.
Championing the Dimensions of the Framework includes being a role model and modelling the behaviours encompassed in the UKPSF through your own practice, setting up conditions in which staff and students can engage with learning, and promoting a holistic view of learning, teaching and assessment which is underpinned by the Dimension of the UKPSF within the institution. Championing the UKPSF relates to the Dimensions which make up the UKPSF, rather than the Framework as a whole, through the demonstration of professionalism in learning, teaching and assessment as evidenced in your practice and approach rather than merely the language of the UKPSF. Descriptor 4.1. can be evidenced through impact in institutional, national and international environments through your individual contribution. The evidence needs to be authentic rather than abstract or conceptual.
D 4.2: Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional, and/or (inter)national settings
You will need to evidence how you have provided successful, strategic leadership to enhance student learning. Your main focus should be on how your leadership has enhanced teaching quality in institutional, and/or (inter)national settings.
You are required to demonstrate how you have led the development of aspects of learning, teaching and assessment, helping to meet the institutional objectives and mission statements which impact on student learning and the quality of teaching. Your influence could have inspired others to develop and enhance their teaching quality. This could include enabling of relevant research into learning, teaching and assessment. The impact of this leadership should be across the whole institution or beyond with learning, teaching and assessment. The key to this section is strategic leadership and impact on student learning institutionally and beyond.
In examples of work undertaken with others, please articulate your own specific role within that context.
D 4.3: Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) high quality teaching and support for learning
You will need to evidence how you have established effective organisational policies and/or strategies for supporting and promoting others.
You need to demonstrate how you have exercised influence on learning, teaching and assessment through effective organisational policies. Leadership through chairing staff development committees, instigating policies on staff performance, performance review, reward and recognition which promote others in delivering high quality teaching and supporting learning. As such your impact on learning, teaching and the student experience will be indirect, although evidence of impact is still required.
The key to this descriptor is the establishment of policies and strategies for supporting and promoting others in delivering high quality teaching and support for learning (e.g. through policies and strategies on staff mentoring, coaching etc.).
Remember to articulate your own specific role if using examples of work undertaken with others.
D 4.4: Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.)
Use this section to evidence how you have championed an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.). This may be within institutional or wider settings. Teaching in higher education takes place in a complex environment where you may have a multiplicity of roles in which you need to integrate teaching, management, leadership, mentoring, research, administration and various forms of service to the HE community. This is the basis of the integrated approach to academic practice that is expected of Principal Fellows.
Choose relevant examples from your REI and draw on the Dimensions of the Framework to think about and explain how you promote an integrated approach to academic practice. In examples of work undertaken with others, please articulate your own specific role within that context.
D 4.5: A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices
Use this section to evidence your sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices. You should also include your academic (post-secondary) and professional qualifications in this section. Choose relevant examples from your REI and draw on the Dimensions of the Framework to think about and explain how you engage in sustained CPD. The emphasis on ‘a sustained and effective record of impact’ means that it will not be acceptable for Principal Fellowship to be evidenced solely on the basis of completing a programme or course. However, completion of a relevant programme or course, (in leadership for example) can constitute part of your evidence. Examples of CPD might include contributing to other external organisations and professional bodies in relation to learning and teaching.
- Record of Educational Impact (REI): 10 key contributions (maximum of 200 words each)
- Three case studies (maximum of 1,500 words or equivalent each)
- Reflection on Practice Development (RPD) (maximum of 1,000 words or equivalent)
- Three references (at least one to be internal and one external)
Total maximum words: 7,500