New case study series highlights the impact of the Professional Standards Framework and accreditation

Advance HE has published the first four case studies in a new series exploring the impact of the Professional Standards Framework for teaching and supporting learning in higher education 2023 (PSF 2023) and accreditation on strategy, policy and practice.

The first batch features the University of Bristol, Cardiff University, the University of Liverpool and the University of Sydney.

Each case study is accompanied by a short one-page summary with 'key points' of advice for senior colleagues/leadership teams.

Karen Hustler, Head of Accreditation at Advance HE, said the case studies show how consistently the PSF 2023 has moved from being a framework for individual recognition to becoming a lever for institutional strategy. "In each case, senior leaders describe weaving the PSF 2023 directly into their own strategic plans, whether that is Bristol's Vision and Strategy 2022 to 2030, Cardiff's 2035 Strategy, Liverpool's Education Strategy Action Plan or Sydney's Academic Excellence Framework," she said. "Rather than sitting alongside institutional priorities, the PSF 2023 and accreditation have become part of how those priorities are delivered."

The case studies also point to the strength of the values dimension within the PSF 2023. Leaders interviewed for the series described how the emphasis on values has given them a stronger foundation for conversations about inclusion, belonging and the kind of teaching culture they want to build.

A recurring theme is the importance of embedding fellowship within promotion, workload and appraisal frameworks. Where fellowship is recognised as a genuine marker of professional standing rather than an optional extra, engagement tends to follow. Visible leadership was also highlighted as significant, with several case studies noting the impact of a Vice Chancellor or Pro Vice Chancellor holding a fellowship themselves and championing colleagues' achievements publicly.

Other themes include the value of flexible, inclusive provision reaching beyond traditional academic roles to professional services staff, postgraduates who teach and researchers moving into teaching for the first time, and the role of alumni networks and mentoring communities in sustaining engagement after fellowship is awarded. More than one leader described the accreditation process itself as a valuable opportunity to pause, reflect and renew practice in light of changing circumstances such as generative AI or evolving assessment practice.

The accompanying one page summaries for each university distil the practical advice offered by each leader to a colleague considering a similar role, covering areas such as international benchmarking, promotion criteria, evidencing impact on the student experience and building active alumni networks.

Karen Hustler thanked the University of Bristol, Cardiff University, the University of Liverpool and the University of Sydney for sharing their experiences, and Rosalind Duhs, who authored the case studies. Further case studies from across Advance HE's membership will be published in the coming months.