The University of Cambridge has around 25,000 students, over 12,000 staff, 31 Colleges and 150 Departments, Faculties, Schools and other institutions. The University is a confederation of Schools, Faculties, Departments and Colleges. The 31 Colleges are governed by their own statutes and regulations, but are integral to the make-up of the University. As well as being a member of the University and of an academic Faculty/Department, students also belong to a College community, an arrangement that offers pastoral and academic support for each individual. Cambridge is a research intensive university and a member of the Russell Group.
From the latest available data, 12,940 students are undergraduate and 11,330 are post-graduates; 12,490 identify as male, 11,630 as female and 140 as other. 14,280 are home students, 3,780 EU and 6,200 international.
Currently the University has a learning outcomes rather than a competency approach to its programmes and qualifications. Each programme specification is required to have a definitive record which includes:
- the Higher Education Credit Framework (formerly Framework for Higher Education, FHEQ) level at which the qualification is located and shows how the overall learning outcomes are aligned with the descriptors;
- shows how the content, structure, and assessment provide students with the opportunities to demonstrate that they have achieved the programme learning outcomes at the requisite level;
- evidences that, in designing the programme, account has been taken of relevant subject benchmark statements and the requirements of PSRBs, where applicable;
- demonstrates compliance with the academic framework and regulations of the University;
Programme specifications will include:
- details of the general aims of the programme
- Learning outcomes, including:
- Knowledge and Understanding
- Critical skills
- A description of teaching and learning methods
- Detail of assessment methods
The University has a quality assurance process for all courses which is called the Education Monitoring and Review (EMR) and which reports to the Academic Standards and Enhancement Committee (ASEC). The EMR is designed to evidence the high quality of university education and to demonstrate continual enhancement of academic standards. It will also enable the University to systematically share good practice between and across cognate disciplines via Schools, and to take action to support areas where development is required.
Given that Cambridge could be described as being only at the foothills of any approach towards competence-based education, we decided after discussion with the project lead to focus our case study on professional services staff, specifically on the advisers within the University’s disability service (the Accessibility and Disability Resource Centre, ADRC), rather than on an academic department or a specific course. This approach was predicated on a ‘developing the developers’ design focussing on a professional services team within the University which was likely to be receptive and to a degree already applying a competence-based approach.
There are also a number of parallels between the University of Hull’s competence-based education framework (and the QAA Competence-Based Education Primer) and the National Association of Disability Practitioners’ (NADP) accreditation scheme. NADP is the professional body for professionals working in the field of disability and inclusion within higher and further education in the UK. The revised NADP professional accreditation scheme is based (with permission) on the structure of the AdvanceHE Professional Standards Framework and is designed to provide professional recognition and accreditation. In the last four years all of the practitioner leadership of the ADRC have achieved Senior Accredited Member level and the majority of staff in advisory roles have achieved either the Senior or Accredited Member level. The three core dimensions of the NADP scheme focus on 1, professional activities, 2, specialist knowledge and, 3, professional values. These dimensions are closely aligned with the three main areas of Hull’s competence-based education framework. In preparation for the case study the first stage was to map the NADP scheme to the Hull framework.
Mapping the University of Hull’s competence-based education framework to the NADP accreditation scheme areas will help to evidence how disability practitioners can develop or demonstrate competence in their field of expertise. The following section maps the three areas from the University of Hull’s framework to the three dimensions of the NADP accreditation scheme:
University of Hull’s Competence-Based Education Framework:
Discipline and Professional Experience:
This area focuses on the practitioner’s background and in this context experience in the field of disability support and services. It may include competence related to understanding disability legislation, policies, and practical experience in providing support to disabled people.
Mapping to NADP Accreditation Scheme:
- Professional Activities (NADP): This aligns with the practitioner’s professional experience and the ability to effectively engage in professional activities related to disability support. For example, demonstrating experience in conducting assessments, creating individualised support plans, and facilitating the implementation of adjustments and support for disabled students.
Knowledge Management:
Knowledge management involves the practitioner’s ability to acquire, organize, and apply relevant information and resources in the disability support field. This includes staying up-to-date with current research, best practices, and emerging trends.
Mapping to NADP Accreditation Scheme:
- Specialist Knowledge (NADP): This aligns with the practitioner’s proficiency in acquiring and managing specialised knowledge related to disability. It includes the ability to assess and apply current research, interventions, and technologies that benefit disabled people.
Self-Awareness:
Self-awareness in the context of disability support implies that practitioners understand their own biases, limitations, and strengths and an appreciation of professional boundaries. It involves reflective practice and the ability to adapt one’s approach to best serve disabled people.
Mapping to NADP Accreditation Scheme:
- Professional Values (NADP): Self-awareness is closely tied to professional values. Practitioners who are aware of their own values and biases can ensure they provide equitable and ethical support to disabled people. This may involve demonstrating respect for diversity, maintaining confidentiality and boundaries and upholding ethical standards in disability support practice.
By mapping the University of Hull’s competency-based education framework to the NADP accreditation scheme areas, we can demonstrate how disability practitioners can ensure that they have the necessary skills, knowledge, and values to effectively support disabled people in a professional and ethical manner. This alignment helps in creating well-rounded and competent disability practitioners who can meet the diverse needs of disabled students.
At the University of Cambridge from October 2023 we have changed the way in which Disability and Neurodiversity Advisers are allocated their case-load of disabled students so that this operates on a discipline-based model. This allows advisers to support students within a narrower range of subject areas than in the previous model, with a view to encouraging greater partnership working with academic colleagues and more contextualised recommendations and support plans. Embedding disability advisers more closely within academic departments is also a strategic approach that can help develop advisers’ specific competencies within different academic discipline areas. This approach fosters collaboration and understanding between disability advisers and academic and support staff in departments, enabling advisers to better support disabled students within the unique context of each academic discipline. This approach can contribute to competency development in the following areas:
Enhanced Knowledge Management:
By working closely with academic departments, disability advisers gain first hand exposure to the curriculum, teaching methods, and discipline-specific challenges. This exposure allows them to develop specialised knowledge and resources tailored to each academic field.
- Example: In a science-based department, disability advisers can collaborate with academic and support staff to understand the specific laboratory-based teaching and the equipment and procedures used. This knowledge is crucial for providing meaningful recommendations and support for disabled students in science-related courses.
Improved Discipline and Professional Experience:
Embedding disability advisers within academic departments provides opportunities for advisers to engage in discipline-specific discussions, meetings, committees, workshops, and activities. This immersion enhances their professional experience within each discipline.
- Example: Disability advisers working closely with a psychology department can participate in faculty meetings and discussions related to inclusive teaching methods. This experience helps advisers understand the unique context related to psychology students and academic and support staff, allowing them to provide more tailored support.
Promotion of Self-Awareness:
Collaboration with academic departments encourages disability advisers to develop self-awareness regarding their roles and limitations within different disciplines. They can identify areas where their expertise can complement departmental knowledge and where they may need to seek additional guidance.
- Example: When working with a computer science department, disability advisers may recognise the need to consult with experts in assistive technology to ensure that disabled students have access to the latest software and hardware tools.
Alignment with Professional Values:
Close integration within academic departments facilitates the alignment of disability advisers’ professional values with the academic culture of each department. This ensures that advisers are aware of and respect the values, norms, and expectations specific to each discipline.
- Example: In a humanities department, disability advisers can promote the importance of accessible course materials and encourage departmental staff to adopt inclusive teaching practices that align with the values of accessibility and equity.
Effective Communication and Collaboration:
Embedding disability advisers within academic departments fosters strong working relationships with academic and support staff. Effective communication and collaboration become the norm, leading to more responsive and tailored support for disabled students.
- Example: In the business school, disability advisers can collaborate with the schools’ careers service staff to ensure that disabled students receive career guidance and job placement support that considers their unique requirements and strengths.
The new approach of embedding disability advisers within academic departments promotes the development of specific competencies within different academic discipline areas by enhancing knowledge management, improving professional experience, promoting self-awareness, aligning with professional values, and fostering effective communication and collaboration, as well as developing the understanding of disability, disability support and inclusive practice of academic staff within departments. This approach contributes to a more inclusive and equitable educational environment where disabled students receive personalised and contextualised support that aligns with the unique characteristics of their academic programmes.
Embedding disability advisers within academic departments offers several key opportunities, but it also presents some challenges that need to be addressed for successful implementation.
Opportunities
Enhanced Collaboration:
- Opportunity: Disability advisers can work closely with departmental staff, fostering collaborative relationships that lead to better support for disabled students.
- Benefit: Departmental staff members can gain a deeper understanding of inclusive practices, and advisers can provide tailored support based on discipline-specific needs.
Discipline-Specific Expertise:
- Opportunity: Advisers can develop specialised knowledge and resources for each academic discipline, ensuring that they are well-equipped to address the unique challenges faced by students in those fields.
- Benefit: Disabled students receive more effective and relevant support in their teaching & learning and assessment.
Improved Access to Resources:
- Opportunity: Advisers can leverage departmental resources, such as specialised equipment or software, and staff expertise (e.g. demonstrators) to better meet the requirements of disabled students.
- Benefit: Students have improved access to essential tools and materials required for their studies.
Personalised Support:
- Opportunity: Advisers can tailor their support to the specific demands of each discipline, considering factors like course content, teaching methods and modes of assessment.
- Benefit: Students receive support that is more closely aligned with the requirements of their academic programmes.
Development for academic staff:
- Opportunity: Collaborative efforts can lead to departmental staff personal and professional development initiatives on inclusive teaching practices, benefiting all students.
- Benefit: The entire academic community becomes more aware of and committed to creating an inclusive learning environment.
Challenges
Resource Allocation:
- Challenge: Embedding advisers in departments may require additional funding and staffing resources.
- Mitigation: Careful planning and allocation of resources are essential, along with demonstrating the value of this approach in terms of student access, attainment and retention, as well as a demonstration of time savings (i.e. not having to make multiple adjustments by implementing inclusive practices).
Integration and Buy-In:
- Challenge: Not all academic departments may readily embrace the idea of disability advisers working closely within their areas.
- Mitigation: Building strong relationships, offering training, and showcasing successful outcomes can help gain buy-in from departmental leadership and staff.
Maintaining Consistency:
- Challenge: Ensuring consistent support across different departments can be challenging, as advisers may need to adapt their approaches.
- Mitigation: Establishing clear guidelines and communication channels among advisers and departments can help maintain consistency while allowing for flexibility.
Competency Development:
- Challenge: Advisers may need ongoing training and professional development to keep up with evolving needs within various disciplines.
- Mitigation: Encourage continuous learning and provide opportunities for advisers to share best practices among themselves.
Balancing Roles:
- Challenge: Advisers may need to balance their roles within departments with their responsibilities at the institutional level.
- Mitigation: Clearly define the roles and expectations for advisers, both within departments and in their broader disability support functions.
Privacy and Confidentiality:
- Challenge: Ensuring the privacy and confidentiality of disabled students within academic departments can be complex.
- Mitigation: Develop protocols and guidelines for handling sensitive information while collaborating with academic staff.
Embedding disability advisers within academic departments offers substantial opportunities for enhancing support for disabled students and fostering inclusive education. However, addressing the associated challenges requires careful planning, resource allocation, and ongoing communication to ensure the success of this competency-based design.
This impact evaluation framework takes a combined approach using the mapped competence-based education framework (University of Hull) and the NADP professional accreditation framework. Its intention is to assess the development of the competencies of disability practitioners within the context of the discipline-based approach to the provision of disability and neurodiversity advice, support and guidance at the University of Cambridge.
Discipline and Professional Experience (University of Hull) and Professional Activities (NADP):
- Evaluation: Assess how disability advisers are developing competencies related to understanding academic disciplines and gaining professional experience, particularly in engaging in professional activities related to the provision of support, information and guidance.
- Methods: Collect qualitative data from advisers on their activities, engagement and experiences in their professional activities with academic departments, including their ability to effectively engage with academic and support staff, and their familiarity with discipline-specific challenges. Review adviser activities within departments to ensure they are gaining relevant experience, including their participation in professional activities such as assessing student needs, observing and understanding the specific context of teaching and learning and developing contextualised support plans.
Knowledge Management (University of Hull) and Specialist Knowledge (NADP):
- Evaluation: Evaluate how advisers are acquiring, organising, and applying discipline-specific knowledge and specialist knowledge to support the contextualisation of support for disabled students.
- Methods: Review advisers’ personal and professional development plans, focusing on the depth and relevance of discipline-specific content and the ability to identify and utilise specialist knowledge and resources for each academic field. Examine their use of resources and up-to-date information to provide contextualised support students within academic departments.
Self-Awareness (University of Hull) and Professional Values (NADP):
- Evaluation: Assess evidence of development of self-awareness in this context, i.e. ability to adapt to the requirements of different academic disciplines while upholding professional values and boundaries.
- Methods: Gather feedback from advisers on their reflection and adaptability in working with various departments and their ability to demonstrate respect for diversity, maintain confidentiality and professional boundaries, and adhere to ethical standards in disability support practice within each discipline. Encourage self-assessment and peer assessments related to their cultural competency and awareness of their own biases.
We strongly advocate for other higher education institutions to adopt a competency-based approach to education and professional services because it offers a tailored and inclusive framework for developing the competency of educational professionals. In this case study, by aligning with the University of Hull’s competency-based education framework and the National Association of Disability Practitioners’ accreditation scheme, institutions benefit from a model which ensures that advisers gain discipline-specific knowledge, professional experience, and self-awareness, while upholding professional values. This approach fosters collaboration with academic departments, and academic development functions whilst enhancing advisers’ ability to provide specialised support. The evaluation methods outlined could enable institutions to measure the impact of adviser competencies on student outcomes, ensuring a student-centric focus. Ultimately, a competency-based approach promotes inclusivity, responsiveness to diverse student needs, and continuous improvement, fostering a supportive and equitable higher education environment.
The Competence-Based Education (CBE) Primer serves as a valuable resource for facilitating future discussions and planning in higher education. As an innovative approach, CBE emphasises practical proficiency, personal awareness, and a holistic understanding of the impact of one’s actions. In future discussions, institutions can use the primer to explore how CBE aligns with their educational philosophy, encouraging a shift towards learning through doing. The primer provides a framework for examining how CBE fosters forward-facing, real-world applicability of intellectual, practical, and social skills. Institutions can use the primer to guide discussions on inclusive curriculum development and teaching methodologies, as well as student engagement strategies that prioritise active learning and skill application. It becomes a tool for planning educational experiences that empower students to make positive contributions in a dynamically evolving world, aligning education with societal needs and preparing students for meaningful, impactful roles in their communities.
