admin
The higher education sector is undergoing a profound transformation. Globalization, digital disruption and shifting
student expectations are redefining what it means to offer quality
education. Nowhere is this evolution more evident than in the Middle East
and North Africa (MENA) region, where universities are embracing
innovative approaches to remain globally competitive and locally relevant.
At the heart of this change is a renewed emphasis on teaching
excellence—and one of the most impactful strategies being adopted is the
ProfessionalStandards Framework
(PSF) and its associated
Fellowship
scheme.
Developed by the non-profit
Advance HE, the PSF was developed and launched in the UK in 2006 in response to
the need for national standards for teaching in higher education. Its
goal was to enhance the credibility of the profession and bring about
much needed reform, along with checks and balances, aimed at a more
student-centered approach to teaching and learning in higher
education.
Since 2006, the PSF has been reviewed—first in 2011 and more recently
in 2022—as part of a global sector-led review in consultation with
government ministries, Advance HE members and other higher education
stakeholders, with changes being made to reflect the ‘interests’ of
global HE.
The PSF for teaching and supporting learning in higher education 2023
(PSF 2023) builds on the strengths of the previous PSF while placing
much more overt emphasis on:
- The effectiveness and impact of teaching
- The context in which the teaching takes place
-
Inclusivity—both from the perspective of the wider range of staff now
able to engage with the PSF and how more inclusive approaches ensure
all learners feel respected, valued and have equity in opportunity to
succeed.
With a greater emphasis on digital/technology, professional values,
support for students and collaboration, the recent revisions ensure the
PSF is fit-for-the-future and remains relevant and compelling wherever
and however higher education teaching and learning are delivered.
PSF 2023 identifies three related sets of Dimensions that outline what
teachers in higher education should ‘do,’ ‘know’ and ‘be.’ Each
Dimension has five ‘statements’ that provide the basis for which a claim
for Fellowship can be made by individual academics or professional
services staff who work in teaching and supporting learning.
There are four categories of Fellowship: Associate Fellow, Fellow,
Senior Fellow and Principal Fellow. Individuals will apply for the most
appropriate category that aligns to their practice and professional
experience. To date, Advance HE has recognized over 207,000 individuals
with a category of Fellowship in over 100 countries, and this figure is
growing daily.
The PSF and Fellowship have expanded as universities around the world recognize the value of the framework in enhancing practice, while also rewarding and
appreciating those staff working to support student success.
Furthermore, the framework has helped raise the profile and importance
of teaching and learning and has brought about a parity of esteem
alongside research activities.
As institutions across the MENA region pursue international
partnerships, digital learning innovations and student-centered
pedagogies, they increasingly acknowledge that world-class teaching must
be more than an aspiration. It must be measurable, supportable and
embedded within institutional culture. The PSF offers a structured yet
flexible model for identifying and developing teaching and learning
professionals. It provides a common language to discuss effective
teaching practices and a framework for reflective development at all
career stages.
In addition, Fellowship offers a clear signal of teaching quality and
institutional commitment to professional growth. Just as research
metrics have long influenced university reputations, teaching
credentials are becoming equally significant in shaping perceptions and
decisions.
Several leading MENA universities have begun to strategically align
their teaching development efforts with the PSF through Advance HE
Teaching and Learning Accreditation. Institutions such as Zayed
University and Higher Colleges of Technology in the UAE run Advance HE
accredited Continuing Professional Development (CPD) programs, which allows them to bestow Fellowship on behalf of Advance HE. Similar
schemes exist at universities in Bahrain (at the University of Bahrain,
Applied Science University and Bahrain Polytechnic) and in Saudi Arabia
(Princess Nourah Bint Abdulrahman University).
Advance HE accredited schemes are growing in popularity, as more and
more universities see the added value of embedding the PSF into
institutional Teaching and Learning policy and practice. To date, over
187 universities run accredited provision, with many more engaging directly with Advance HE
for support with direct Fellowship applications.
Many institutions across the GCC are joining Advance HE’s membership
community because these markers not only celebrate individual excellence
but also foster a culture of evidence-based, reflective teaching
practice.
As one senior leader
commented:
I started my career as an Assistant Professor over twenty years ago
when I completed a postgraduate certificate in university teaching and
became a Fellow. It was one of the most rewarding professional
development experiences of my academic career…Becoming a qualified
university teacher gave me the necessary knowledge, skills and
competencies that made my job easier, more enjoyable and for my
students to enjoy a much more enriched high quality learning experience.
The Principal Fellowship focus on institutional improvement has
allowed me to provide the necessary leadership to enhance Abu Dhabi
University’s culture of student success enabled by faculty
development.
The benefit to students is twofold. First, when faculty are encouraged
and supported to seek Fellowship recognition, students are more likely
to experience teaching that is inclusive, engaging and informed by
pedagogical best practice. Second, students gain confidence that their
university values high-quality learning experiences, not just academic
prestige.
Furthermore, in a region where student populations are increasingly
diverse—with international branch campuses, online learners and
transnational programs on the rise—the PSF provides a unifying standard
across educational contexts.
Evidence of impact also highlights the importance of the PSF and
Fellowship, with universities reporting that it improves student
engagement in their studies, reduces drop-out rates and, while no direct
correlation can be drawn, anecdotally, Advance HE members suggest there
is a link between the PSF, Fellowship and better graduate
outcomes.
In a time of rapid change, students and their families are rightfully asking more questions about teaching quality. Fellowship and the PSF offer transparent, credible answers. For institutions across the
MENA region, embracing this framework is more than a badge of
honor¾it’s a strategic move to ensure they remain at the forefront of global
higher education.
As regional universities continue to move at pace, innovate and internationalize, the PSF is proving to be an
essential constant, aligning teaching excellence with institutional
ambition. For prospective students, it offers a vital lens through which
to evaluate their future educational experiences.