This page lists all the resources that form part of the Framework. Resources have been categorised by theme and intended user audience.
This resource is aimed at aiding the student transition into a higher education experience, specifically with reference to developing key research skills
Defining and developing your approach to employability: A framework for higher education institutions
The framework provides a process for reflecting on and addressing employability provision in a systematic and holistic manner and can be adapted and used as appropriate.
Developing a research and scholarship rich curriculum for higher education students in college settings
This guidance document is based on work from a Higher Education Academy project undertaken by Mick Healey, Alan Jenkins and John Lea.
This tool for college higher education staff, students and their employers demonstrates that good quality employer engagement enhances the student experience and promotes employability.
Inspiring Individuals: teaching higher education in a further education college. Exploring the pedagogy of HE delivered in an FE setting.
This research report was commissioned by the Higher Education Academy and produced by the Mixed Economy group of FE colleges.
This resource should help institutions to map employer engagement (all subjects) and for course teams in the Creative Industries to facilitate employer engagement in the course design process.
Putting Knowledge to Work: re-contextualising knowledge through the design and implementation of work-based learning at higher education levels
This practical research report was commissioned by the Higher Education Academy and published by the Foundation Degree Forward.
Using concepts of multidisciplinary delivery to promote more integrated forms of student learning and assessment when devising new, and revising existing, HE curricula
More than one discipline contributing to learning and assessment has benefits for staff and students.
This resource consists of a detailed guidance note outlining how the associated template can be employed to encourage, record and assess a wide range of scholarly activity of staff and the impact on learners.
The Guidance Note is based on an analysis of policy documents and a survey of all the colleges participating in the Scholarship Project aa well as interviews with selected staff from the project.
Encouraging Hourly Paid Lecturer engagement with scholarly activity and the HE community through Peer Review
This resource consists of detailed guidance notes outlining how the associated framework can be adapted and employed to develop a Peer Review approach for Higher Education tutors.
This research report was commissioned by The Learning and Skills Improvement Service (LSIS) and produced by the Mixed Economy Group of colleges.
This resource offers ideas and advice to enhance engagement with forms of scholarship, particularly for busy practitioners who may be struggling with where to begin.
This resource contains clear guidelines for successfully embedding scholarship within college higher education settings.
This resource starts with a guidance note on the principles of implementing a staff development scheme that allows staff to undertake research as a form of CPD
Scholarly spaces: Creating spaces to support the development and enhancement of scholarly communities of practice
This resource supports all stakeholders concerned with developing scholarly communities.
The resource offers an approach to the ‘peer observation of teaching’ which aims to scaffold teachers’ conversations about teaching and learning in College Higher Education settings.
This is an institutional, professional development resource that would assist colleges when wishing to develop their peer observation process.
This report, commissioned by QAA, explores the context in which further education colleges in England have been responding to the opportunities and challenges of providing higher education programmes.
This short guidance note summarises briefly the literature on what makes for a successful HE partnership between a university and a college.
Engaging with the UK Professional Standards Framework for Fellowship: A guidance note for College HE.
This guidance note offers advice to colleges and practitioners about engaging with the Higher Education Academy
This guidance document addresses the question of the relation between scholarly activity and intellectual property (IP) in its various forms, including how they relate to staff and students.
This report was commissioned by the Further Education Trust for Leadership (FETL) and addresses the skills needed in college leaders.
Strategic and practical steps towards scholarly employer engagement: learning from research and practice
This quality enhancement resource is based on a report titled “How do colleges engage with employers in the development and delivery of higher education and enhance student learning in colleges?”.
This guidance note sets out some of the main components of the current national Quality Assurance processes and provides examples from colleges who have successfully engaged with previous audit exercises.
Architects of their experience: the role, value and impact of student academic representation systems
The findings from this small qualitative study, conducted by TSEP, in partnership with Dr Abbi Flint in 2017.
This study was commissioned by the Higher Education Academy (HEA) and undertaken by The Student Engagement Partnership (on behalf of NUS) and Liz Thomas Associates between February 2015 and July 2015.