Advance HE is delighted to announce three new members appointed to the Australasian Strategic Advisory Board (ASAB).
ASAB is the body that provides strategic input to ensure Advance HE’s operations and services meet the needs of members and partners across Australasia and features representatives from members and partners across the region.
New Board members are:
- Professor Tracey Bunda, Academic Director of the Aboriginal and Torres Strait Islander Studies Unit, University of Queensland
- Professor Helen Huntly, Provost of Tertiary Education Division, Central Queensland University
- Professor Susan Page, Director of Indigenous Learning and Teaching, Western Sydney University
Chair of the ASAB and Deputy Vice Chancellor Education and Equity at Murdoch University, Professor Kylie Readman, said,
“I am delighted to welcome the three new members to ASAB. The wealth and diversity of experience that they each bring will be an asset to the board moving forwards.”
Professional Standards Framework review
Australia has the highest number of Fellows outside of the UK, with New Zealand currently ranking in sixth place. The ASAB and the Australasian membership community have been involved with developing guides for Fellowship for Australian and New Zealand based applicants published in 2020.
A review of the Professional Standards Framework (PSF) is currently ongoing with the next phase of sector consultation open to all colleagues.
The adaptability of the PSF has helped it to become a globally recognised framework for benchmarking success with higher education learning and teaching. There are now 174 accredited institutions and nearly 160,000 Fellows worldwide who have had their practice recognised against the PSF.
However, the learning and teaching landscape has changed considerably since the last review in 2011, so as custodians of the PSF, Advance HE committed to facilitating a sector-wide review to ensure the framework continues to be relevant to higher education – now and in the future.
Sector consultation open
A core principle of the review is stakeholder consultation so to support the creation of a revised PSF that can continue to support the development of high-quality teaching and support for learning the sector is encouraged to share views on the draft through an online survey, which offers respondents both in the UK and internationally opportunities to comment on the full draft, its wording, structure, and layout.
New proposals for the revised framework retain the original structure of dimensions and descriptors. These have been revised, reworded, and updated to include a small number of new additions. There is now a heightened emphasis on aspects of inclusion, effectiveness, and context and a renewed focus on improved outcomes enhancing the learner experience and outcomes. A strong demand for clarification of the relationship between descriptors and dimensions of the framework has also been addressed.