Using Professional Recognition as a Focus for Practice Enhancement

Sarah Floyd, Vicky Davies

Research output: Contribution to conferencePaperpeer-review


Ulster University has operated its Advance HE-accredited ENHANCE Professional Development and Recognition Scheme (PDRS) since 2012, providing professional recognition at all descriptors of the UKPSF. This has provided Ulster staff with a formal opportunity to review their professional practice as educators and generate their own evidence base in support of their fellowship claim.

Within the PDRS, the assessment takes place through triangulation of an evidence rich e-portfolio, supporting statements from peers and an Assessed Professional Conversation (APC). Participants are guided through exploration of their practice to consider the underpinning rationales for their approaches to learning and teaching, and crucially to generate evidence of their effective practice. Professional conversations, or dialogic approaches to reflection, are increasingly perceived as a powerful means of promoting deeper reflection on practice, where personal and social constructs may be expressed as part of a focused, evidence-based, narrative. This use of dialogue within the PDRS assessment approach has proven highly successful in enabling participants to confidently articulate their practice, and use this as a trigger for ongoing engagement with learning and teaching and further practice enhancement. This paper reflects on our experiences and draws from extensive evaluation to confirm its impact for learning and teaching for individual practice and the wider institutional culture.
Original languageEnglish
Publication statusPublished (in print/issue) - 2018
EventAll Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education: AILTA 2018 - Dublin, Ireland
Duration: 30 Oct 201830 Oct 2018


ConferenceAll Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education
Internet address


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