Fostering Transformative Mindsets: Innovation and Excellence in Teaching through the Global AdvanceHE Fellowships Scheme

The value and importance of investing in Continuing Professional Development (CPD) for those who teach has never been more obvious than over recent weeks in the global pivot to teaching online. Arguably, teaching has never been more complex as educators now have many more options to consider and technologies available to them in the learning design process. Hopefully, when our physical campuses open again, the legacy of the COVID-19 experience will be a generation of educators more aware of the range of online teaching and learning options, with a better understanding of why, when and how to more fully embed them to support a transformative curriculum.


Dublin City University (DCU) is committed to a transformative student learning experience. It follows that our capacity to deliver on this institutional commitment is highly dependent on achieving our goal of fostering an innovative and transformative learning environment for our teachers and those who support teaching. An important part of cultivating such an environment is valuing the importance of teaching, recognising teaching excellence, sharing examples of good teaching practice and promoting the continuing professional learning of DCU staff. The University’s Strategic Plan and Teaching & Learning Strategy outlines a multifaceted approach to meeting this goal. One of the initiatives that we are undertaking to support our transformative mission is adoption of the AdvanceHE fellowship scheme.  

DCU.jpgAn AdvanceHE  Fellowship demonstrates a personal and institutional commitment to professionalism in learning and teaching in higher education. Across four categories, from Associate to Principal, Fellowship provides individuals with recognition of their practice, impact and leadership of teaching and learning. AdvanceHE Fellowships have been adopted by higher education institutions globally, with over 128,000 individuals from across the world who have become Fellows of AdvanceHE (previously Higher Education Academy). This global recognition of teaching expertise is particularly important in the university context as academic staff routinely work with international colleagues around the world. 

After visiting a number of universities in the UK and Australia highly engaged in the programme, DCU formally launched a pilot of the Fellowship Scheme in October 2019.  In the first phase, three staff members were nominated by each faculty to apply for a “Senior Fellowship” along with members of the Teaching Enhancement Unit (TEU). Five staff have successfully completed their fellowships with a further four expecting to hear good news shortly. The remaining staff aim to complete their submission by portfolio by the end of June. Furthermore, six graduates from our postgraduate certificate in Teaching and Learning in Higher Education are finalising their submissions for “Associate Fellow” for May 2020.


Phase two of the pilot is now underway with discussions through Associate Deans for Teaching and Learning (ADTL) to help identify the next cohort of DCU staff to participate in this internationally recognised scheme. The next phase also involves the development of a DCU Teaching Excellence Academy where in partnership with the TEU we can harness the experience of our Senior Fellows in supporting the CPD of their colleagues. This initiative recognises the importance of discipline differences along with the complex and distributed nature of teaching expertise, and seeks to build through the Fellowship Scheme transformative pedagogical mindsets for the design of transformative learning experiences. 

BUKA Project – Advancing Equity and Access to Higher Education through Open and Distance Learning

This is the second post in a series describing some of the recent externally funded projects secured by the NIDL team at Dublin City University (DCU). In partnership with Tampere University of Applied Sciences, the NIDL was successful in securing almost €1m of external funding for a project intended to promote equity and access to higher education through Open and Distance Learning (ODL). Known as the BUKA Project, the aim is to help enable increased access to higher education for people in rural and remote regions as well as those with diverse backgrounds (e.g. mature age students, working students, first-in-family students, students with learning difficulties) in Malaysia, the Philippines and Indonesia. Local partner universities include: 

New NIDL SmallAll Partner Countries belong to Region 6, Asia. When designing the project, special care has been taken to involve the key decision makers in all the partnering universities as key staff in the BUKA project. This is to ensure that the project deliverables align with local institutional priorities and the project team helps to develop local solutions for local problems.

Unknown-1.pngThis European funded project falls under Project Category 2, “Improving Management and Operation of Higher Education Institutions”, and, more specifically, under “Equity, Access to, and Democratisation of Higher Education”, including disadvantaged groups and regions.

The specific objectives of the project include:

  • Building the capacity of teaching, technical and instructional design staff in the partner HEIs in inclusive instructional design and learning analytics;
  • Improving learner engagement and retention through inclusive instructional design and learning analytics;
  • Improving pedagogical and technical accessibility of online and blended learning materials; and,
  • Providing more effective and personalised support for online distance learners in partner HEIs.

The first project meeting takes place in Malaysia in early February 2020 but members of the project team will also meet up at November’s ICDE World Conference on Online Learning in Dublin. 

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