Where are they now? In their own words: the impact of taught PGCerts accredited by Advance HE on staff learning & teaching practice and progression

Research from the last twenty-five years demonstrates an established international precedent for assessing the impact of training courses. These are generally Postgraduate Certificates, such as the University Certificate in Academic Practice (UCAP) and Postgraduate Certificate in Academic Practice (PGCAP) offered at Canterbury Christ Church University (CCCU), on the pedagogic practices of teachers in Higher Education. Numerous studies, including large-scale cross-institutional reviews have shown that the approach taken by higher education teachers affects their students’ approach to learning, with a student-centred facilitative approach more likely to engender deep learning and lifelong learning skills (Trigwell et al, 1999). Mulholland et al (2022) highlight the significance of PGCAP courses in enhancing reflective practice and challenging imposter syndrome as well as building communities of practice.

Separately, we also wanted to identify if the UKPSF had had an impact on staff performance, development given the findings of the Higher Education Academy (2013) which found that the impact was significant for staff in terms of aspiration, underpinning of promotion and probation policy and new ways to promote and discuss learning and teaching practice. By contrast Van der Sluis (2021) argues that HEA Fellowships are perceived by academic staff as serving managerial rather than academic priorities. So how did our staff feel given the opportunity to voice their thoughts in an anonymous setting?