Academic professional - Teaching
Education and early years
Level 7 -
Working within the higher education (HE) sector delivering higher education teaching
Reference: OCC0477B
Status:
SOC 2020 sub unit groups:
- 2311/00 Higher education teaching professionals
Technical Education Products
Employers involved in creating the standard:
Keele University, Newman University, Imperial College London , University of Nottingham , GSM London, Teesside University, Aston University, UWE Bristol, University of Chichester, Buckinghamshire New University, London South Bank University, University of Winchester , Sheffield Hallam Univh, University of Oxford, University of Hull , University of Exeter, Leeds Trinity University, Durham University, Staffordshire University, Brunel University London, BPP, Southampton Solent University, The University of Sheffield
Summary
Academic Professionals work within the higher education (HE) sector delivering higher education teaching and undertaking research to support the development of knowledge within their discipline. They may work in Universities, Colleges or the Private Sector, in the primary role of developing and sharing knowledge with students, peers and external stakeholders to support advancement of the discipline and the resolution of major challenges. Academic Professionals play an active role in supporting a range of people including students, funders, stakeholders and government to gain insight into their specialist discipline area. Academic Professionals engage in continuing professional development in both their discipline and their pedagogy and make use of appropriate technologies to support the acquisition of knowledge. Academic Professionals will reach full competency in their role through this apprenticeship, taking them from their entry point to employment in higher education to full professional competence, which can be achieved only following extensive training and work experience in both the core elements of the apprenticeship and in a specialist route for either teaching or research. At entry point, individuals have considerable expertise in a particular subject discipline, usually as indicated by the completion of postgraduate level 7 or level 8 qualifications, but still need the substantial training indicated below to acquire full competency as an Academic Professional. The Academic Professional Apprenticeship Standard reflects widely understood professional standards for both the teaching and research routes in higher education and is aligned to the Higher Education Academy’s UK Professional Standards Framework and Vitae’s Researcher Development Framework. Academic Professionals undertake the core role and follow one of two specialist routes, teaching and supporting learning or undertaking research: Specialist role in Teaching: Specialises in teaching and the support of student learning at undergraduate, postgraduate taught and research levels. Employees in this specialism exceed the core teaching abilities of an Academic Professional by playing a leading role in the development of current learning and teaching practice, pedagogical and assessment methodologies, advanced skill in supporting learning for diverse groups of learners, including those with learning disabilities, delivery of a high level of information literacy and the application of technologies in support of learning, promotion of independent learning skills and other teaching techniques. They will contribute to changes of practice by developing innovative forms of teaching for use with students who are working towards higher-level learning at levels 4 to 8 in the Framework for HE Qualifications in England, Wales and Northern Ireland, ie from HE Certificate to Doctorate level. Specialist role in Research: Has the capacity to operate as a principal investigator, identifying research opportunities, competing for external funding, managing research projects and budgets and creating research outputs. Specialises in research activities, often within a research team addressing major challenges facing the world, or those of public or private funders and commissioners of research. Employees in this specialism exceed the core research abilities of an Academic Professional by playing a leading role in wider research management, oversight and deployment of research-related funding, collaboration with external organisations and dissemination of research outputs. These are competences that reach far beyond the original contribution to knowledge in a defined field which is the prime focus of the research degree held by most academic professionals.
Employers involved in creating the standard:
Keele University, Newman University, Imperial College London , University of Nottingham , GSM London, Teesside University, Aston University, UWE Bristol, University of Chichester, Buckinghamshire New University, London South Bank University, University of Winchester , Sheffield Hallam Univh, University of Oxford, University of Hull , University of Exeter, Leeds Trinity University, Durham University, Staffordshire University, Brunel University London, BPP, Southampton Solent University, The University of Sheffield
Keywords:
Knowledge, skills and behaviours (KSBs)
Occupational Progression
This occupational progression map shows technical occupations that have transferable knowledge and skills.
In this map, the focused occupation is highlighted in yellow. The arrows indicate where transferable knowledge and skills exist between two occupations. This map shows some of the strongest progression links between the focused occupation and other occupations.
It is anticipated that individuals would be required to undertake further learning or training to progress to and from occupations. To find out more about an occupation featured in the progression map, including the learning options available, click the occupation.
Progression decisions have been reached by comparing the knowledge and skills statements between occupational standards, combined with individualised learner movement data.
Education and early years