The UTS Educational Fellowship Program offers a supported pathway towards international recognition of professional, effective and inclusive teaching. The program is available to all UTS academic and professional staff involved in the teaching and support of high quality learning.
The program is made possible with support from our growing UTS Fellowship community, including current Fellows who mentor candidates and review applications. Mentors understand the application genre, recognise what reviewers value, and assist mentees in interpreting the Professional Standards Framework (PSF2023). They are supported by ongoing professional development opportunities, with flexibility to engage with the Fellowship program in different ways – acting as a reviewer during one intake, for example, and a mentor in another.
We heard stories earlier this year from those in the UTS community who have been through the Fellowship process, including Amanda Lizier, Helena Robinson, Yvonne Davila, and Keith Heggart. In this blog we hear from Associate Professor Daniela Spanjaard (UTS Business School) who reflects on the experience of being a mentor, common application challenges, and advice for those participating in the Fellowship Program.
Q1. How did you become involved in mentoring/reviewing for Fellowships?
I’ve been mentoring Senior Fellowship applicants since 2020, after completing my own Fellowship the year before. I remember finding the application process quite daunting at first, as it’s such a distinctive way of presenting your teaching and learning experiences. Having a mentor made a huge difference; they helped me understand what assessors would be looking for and how to shift my focus accordingly. So when the opportunity to become a mentor came up, I didn’t hesitate. It felt like a great way to give back and support others through what can be a challenging but ultimately rewarding journey
Q2. What value do you get from being a mentor, personally and/or professionally?
I’m a strong supporter of the Advance HE Fellowship program because it uniquely recognises quality teaching practices on a global scale. While it’s been well established across the UK and Europe for some time, it’s now really gaining momentum here in Australia and I’m seeing more HE organisations actively seeking staff with this qualification. I think it’s important to support those doing great work in the teaching space and help them showcase their initiatives to a wider audience.
I enjoy mentoring people who are just as passionate about improving the student experience – it’s great to work with others who genuinely care about making a difference in how students learn and engage. It’s also incredibly rewarding to watch applicants start with a specific idea of what they want to include, then see this idea develop or occasionally change direction into a clear and insightful application and to know I played a part in helping them achieve their Fellowship.
Q3. What common challenges do you see in different Fellowship applications?
I’ve found that every applicant I’ve mentored has had a really strong case for Senior Fellowship, with plenty of evidence to support it. The main challenge is usually around how they frame their application. It’s common for people to approach it like a promotion application when it needs to be much more reflective. Of course, the assessors want to hear about all the great things an applicant has achieved, but it’s just as important to reflect on the impact of what they’ve achieved, how their work shaped learning practices or influenced others, and how this in turn, improved their own teaching.
Q4. What advice do you give your mentees?
I always tell my mentees that the application process will take more time than they expect. They can choose how they want to approach it, whether that’s starting with the case studies or the reflective narrative but either way, it’s not something that can be rushed or left to the last minute. It ties back to one of the biggest challenges: shifting the focus from simply listing what they’ve done to thinking about how they’ve influenced or impacted teaching practice. Mentees need quiet time to think, reflect, and gradually build that depth into their application. That’s where the writing workshops come in. I always encourage them to attend as many as possible because they help create the space needed for deeper reflection.
Q5. What would you say to any current Fellows who are considering becoming Fellowship mentors themselves?
Being a mentor for future AdvanceHE Fellows is a great way to support your colleagues as they reflect on and showcase their teaching. It’s also a chance to deepen your own understanding of learning and leadership in higher education while helping build a stronger, more connected teaching community across UTS.
Join the UTS Fellowship Community!
Whether you’re considering applying for Fellowship, or already a Fellow and keen to contribute as a mentor or reviewer, we’d love to hear from you. The UTS Educational Fellowship Program Sharepoint site has updated information, applicant handbooks, and key dates for applications.
If you’re ready for the next level of detail, use the Advance HE Fellowship Category Tool to identify the closest match for your current practice, then explore our Fellowship Readiness Grid for Associate Fellow (AFHEA), Fellow (FHEA) or Senior Fellow (SFHEA).
If you have questions about Fellowship, you can contact us via uts-efp@uts.edu.au. Keep an eye on Sharepoint for updates throughout the year – we can’t wait to welcome you to the UTS Educational Fellowship community!