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Dokumentation • SEDA PDF: Sicherung der Qualität von Studium und Lehre made in England
Unless course/s are aligned to SEDA requirements from the
start as a planned approach, or have become so developmentally,
courses may not relate to SEDA outcomes in a
deeply aligned manner, and I believe it takes considerable
reflection and introspection to be able to bring these rewarding
outcomes to be espoused in the delivery of a course,
that would enable a course to take them beyond the mere
act of documenting them.
Therefore, I would not hesitate to recommend SEDA recognize/review
process as one that would bring about a considerable
developmental benefit to every course leader or
to do it again myself.
CTHE and ASTHE are staff development courses that have
been SEDA-accredited and offered by the Staff Development
Centre (SDC) University of Colombo over the last 10
years for junior and senior academic staff, respectively, from
all Sri Lankan universities.
PDF at the University of Central Lancashire
SEDA-PDF has provided a flexible framework for professional
development programmes at UCLan. The Professional
Development Framework was originally adopted for two
postgraduate certificate programmes which targeted firstly
academic staff who would be supporting research degree
students at the institution and secondly those staff new to
HE or the institution who were therefore expected to gain
accreditation and support for their teaching learning and
assessment activity. The latter programme subsequently
gained dual external status through SEDA and the ILT, the
outcomes were very complementary. The foundation element
of the latter PG Cert programme, called the HE Teaching
Toolkit, was accessible to any and all staff supporting
learning in any shape or form. Hence the SEDA-PDF award
Supporting Learning was adopted for the front line professional
development programme for new lecturers, technical
and learning support staff, part-timers, research students
who taught, and even people in administrative roles. This
meant the university was able to benefit from 3 awards
from the SEDA-PDF range.
The institution now houses a further 2 PG cert programmes.
One of which has been informed by but has not yet been
recognised for Exploring Learning Technologies. The other,
a new award for those supporting and guiding students, became
the inspiration for SEDA to devise a new award in
Student Support & Guidance. Not only has SEDA-PDF a
wide range of valuable awards to meet very diverse staff development
needs at key points in their career, it is also responsive
to new developments and priorities in institutions.
The key requirement being that programmes share a commitment
to SEDA values and SEDA core learning outcomes
and are addressing the continuous professional development
of employees across the board.
PDF at the University of Hertfordshire
The University of Hertfordshire (UH) runs a three day
workshop which attracts a wide range of participants from
across the University. While most are new lecturing staff including
growing numbers of hourly paid lecturers, there are
many from other areas of the University who provide essential
learning support. Locally the workshop is repeated
three times a year with something like one hundred participants.
Associate Colleges linked to UH also make use of the
workshop and in 2005 in excess of one hundred participants
in Malaysia and Greece have attended. The workshop
is recognised through SEDA-PDF named award Supporting
Learning. UH will continue to add other provision within
SEDA-PDF.
PDF at the University of Leicester
Leicester has adopted SEDA-PDF as the preferred format
for its Developing Professional Practice programmes. These
have been targeted, trialled and run successfully for support,
technical and young research staff across the Institution,
and a sister programme developed and successfully piloted
to some acclaim with the University and Colleges network
of 24 local Colleges (the DPP in post-compulsory education
stream). In 2005, following the success of Leicester
Medical Schools' FDTL-funded leadership development
programme Developing Leaders in Health and Social Care
Education, the University sought accreditation under the
PDF Leadership Award to give appropriate recognition to
participants completing the programme. Leicester has now
also developed, for accreditation, a research module Enhancing
Research Practice as part of its Post-Graduate Certificate/Diploma
in Academic Practice.
As reported in earlier SEDA specials, Leicester sees the
SEDA-PDF framework as pivotal to its commitment to a balanced
CPD portfolio-ensuring that high quality initial and
continuingprofessional development of appropriate form
and content is available to all.
PDF at the University of Ulster
The SEDA-PDF has provided an opportunity for the University
of Ulster to develop an inclusive and flexible provision
of initial and continuing professional development for
all staff who are engaged in supporting the student experience.
Engagement with SEDA-PDF has proved positive in
enabling a wide range of staff to address their development
needs and to gain recognition for their professional
practice.
The University of Ulster currently has seven modules recognised
by the SEDA-PDF. The modules include: Learning,
Teaching and Assessment in Higher Education (Supporting
Learning); The Pedagogy of E-Learning (Exploring Learning
Technologies); e-Pedagogy: From Design to Delivery (Embedding
Learning Technologies); Enhancing Research Practice
(Enhancing Research Practice); Supporting the Student
Experience (Student Support and Guidance); Leadership in
Higher Education (Developing Leaders) and Effective Research
Supervision (Supervising Postgraduate Research) and
are mapped onto the SEDA-PDF awards listed in brackets.
All modules are 20 credits and are assessed at master’s
level. In addition, to being available as stand alone awards
the modules are also components of the institution’s postgraduate
programme in Higher Education Practice which is
accredited by the Higher Education Academy.
It is envisaged that this joint approach to recognition will
continue as it maximises the opportunities for staff to acquire
recognition for their engagement in Professional Standards
and SEDA values.
QiW 1+2/2009
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