The word framework refers to the navigational and other support provided to aid the adoption and adaption of the resources to help build and enhance scholarship cultures in college settings.
The collective name for all the support materials contained in the framework. In some cases a resource will be further described, for example, as an interactive toolkit.
The framework includes a glossary, which briefly defines terms used throughout the framework, and some commonly used terms in higher education in general, along with a list of commonly used acronyms.
Guidance notes and guidance documents
Where a document is included in the framework it will be referred to as a guidance note if it is no longer than 4 sides of A4 in length (or the equivalent). And as a guidance document if it is longer than 4 sides of A4 (or the equivalent).
Title and author(s)
Each resource will have a title and named authors (the main producers of each resource).
Each resource will have an academic reference attached. To be used when sharing the resource, and/or when an official academic reference is required.
Each resource will have a concise summary description, which outlines the context in which the resource was developed, and the intended context for its anticipated use.
Main intended users:
Each resource will identify its main intended user:
Institutional – accompanied by a house icon, and designed as a navigational aid for college higher education managers and teachers. These resources are intended for use across an institution, and are likely to feature predominately in a college scholarship policy, and be monitored and evaluated accordingly. As with all the resources they might be adopted or adapted according to provider context. In some cases they might become part of audited institutional practice, but in other cases they might be optional activities for individual. These resources require college registration before they can be accessed.
Individual – accompanied by a person icon, and designed mainly as a navigational aid for higher education teachers. These resources are aimed at general professional development, either within initial teacher education courses or as part of continuing professional development activities. These resources are open access and do not need college registration.
Forum (Community of Practice) – accompanied by a small group icon, and designed to highlight an area for discussion and/or further investigation by anyone with a stake or general interest in college higher education. This area will be monitored by the community of practitioners and will also signal upcoming events, conferences and workshops on themes associated with college higher education.
Each resource is identified by a main theme:
Curriculum Development - These resources are in blue and are intended to directly inform the development of the curriculum and/or teaching and learning resources. In some cases, they might be presented in the form of general design principles, but in other cases they might relate to a very specific subject area or particular discipline. This area will also include resources aimed at enhancing employer engagement.
Quality Enhancement – Resources highlighted in pink are intended to directly inform the monitoring and evaluation of institutional scholarly activity. This area will include resources to reward and recognise excellence in learning and teaching, and resources aimed at supporting the documentation and targeting of scholarly activity according to provider context.
Professional Development – Professional development resources are in deep purple and are intended to meet the continuing professional development needs of higher education teachers. In some cases, they might be aimed at helping to enhance a general scholarly ethos, but in other cases they might be highly specific tools aimed at meeting a particular need. This area will also include resources aimed at those seeking professional recognition for their work.
Student Engagement – The resources in yellow are intended to enhance the scholarly engagement of students in higher learning activities. In some cases, these resources might relate to students exclusively, but in others they may include resources aimed at enhancing staff/student collaboration in scholarly activity, and include employers where appropriate.
NB – These main themes are presented as a general navigational aid. Particular resources may cut across the main themes and this will be highlighted in each resource summary.