This document introduces an academic staff capability framework being developed at CPIT, an Institute of Technology and Polytechnic in New Zealand. It was created to promote continuous improvement, build individual and organizational capabilities, and support quality teaching. The framework was developed based on several international models and through institution-wide consultation. It includes descriptors for teaching practice, the scholarship of teaching and learning, research/knowledge, and individual practice. The framework will be used developmentally as part of the professional development and review process to enhance staff capabilities over time.

1. Constructing an academic staff capability framework
in an ITP
Martin Jenkins & Robin Graham
Centre for Educational Development, CPIT

2. Outline
 Introduce the Academic Staff Capability
Framework
 Why
 What
 How… it is planned (hoped) staff will engage

3. Why?
 Global factors
 Changing nature of Tertiary Education
 National factors
 Demand for greater collaboration
 Demand for innovative teaching practice
 Regional
 Canterbury recovery … and collaboration
 Institutional
 Strategic Goal to be a high performing organisation
 Innovative teaching and learning
 Flexible delivery

4. Development
 Working group developed Framework
 Drew upon
 Institute for Learning (UK) – guidelines for professional
development
 Higher Education Academy Professional Standards Framework (UK)
 TAFE Queensland (Aus)
 Quality of teaching in VET (RMIT report) (Aus)
 Viskovic (2009) (NZ)
 Holistic approach … supporting structures
 Induction, Diploma in Tertiary Learning and
Teaching, professional development
 Creating space for dialogue around practice
 Institution wide consultation

5. What?
Providing a professional framework for CPIT
academic staff
 Promoting culture of continuous improvement
 Building individual and organisational capability
 Identifying organisational capability.
 Supporting and encouraging on-going professional
development and career progression.
 Supporting the consistency and quality of the student
learning experience.

6. Academic Workforce Capability
Framework
Teaching and Learning Practice
Engaging learners
Designing and planning learning
Assessment and feedback
Scholarship of
Teaching and Learning
Research and Knowledge Individual Practice
Industry knowledge & expertise Reflection and evaluation of practice
Subject knowledge & expertise Contribution to teams and other
Institutional knowledge internal/external communities
Applying Research and technology Leadership
transfer skills

7. Supporting components
Framework descriptors
Framework Progression Statements Evidence Table Case Study
Descriptors Evidence table
Template
Progression statements
Evidence template

8. Using the Framework
Use the Academic Capability Framework to assess your
capability.
Evaluation and review
Use the Case Study Template and feedback from your Review
of Professional Practice to create a professional development
plan with your manager. This is part of your appraisal process.
Undertake targeted professional development, including
required qualifications e.g. teaching or research qualifications.

9. Engaging with the Framework
 The framework is to be used as a developmental
tool, its primary focus is professional development
 Framework needs to be locally owned and interpreted
 To be used as part of and to enhance existing processes

10. Review of Professional Practice
 Is developmental in focus;
 Covers all aspects of practice ;
 Is an integral part of an individual staff
member’s annual professional development
plan;
 Provides an opportunity to acknowledge and
disseminate good practice.

11. Review of Professional Practice
 Review of Professional Practice
 Undertaken by approved reviewers (resourced by HR)
 Professional development focused and confidential
 Create opportunity for dialogue around teaching and
learning