Tertiary Education and Management

, Volume 20, Issue 3, pp 225–238 | Cite as

Professional recognition: promoting recognition through the Higher Education Academy in a UK higher education institution

  • Tim ThorntonEmail author


This study is on how one higher education institution included the United Kingdom Professional Standards Framework, developed by the Higher Education Academy, as a strategic benchmark for teaching and learning. The article outlines the strategies used to engage all academic (and academic-related) staff in achieving relevant professional recognition under the framework and highlights the need for such a project to be driven by visible and consistent commitment from senior management. A survey of participants highlights the benefits to be gained by entrants to the profession from participation in an accredited course, and by more established professionals from the individual entry route. While a significant proportion of participants expressed scepticism about the benefits of work towards recognition, findings indicate a significant degree of peer development underpinning activities which enhanced individual and group confidence, supported developing practice on an ongoing basis and were believed to be relevant to students and other stakeholders.


professional recognition continuing professional development staff development policy 


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Copyright information

© The European Higher Education Society 2014

This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted.

Authors and Affiliations

  1. 1.Teaching and LearningUniversity of HuddersfieldHuddersfieldUK

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