Navigating reflective academic leadership through SFHEA: An autoethnographic perspective from health sciences

Grisedale, Louise (2026) Navigating reflective academic leadership through SFHEA: An autoethnographic perspective from health sciences. Innovations in Education and Teaching International. ISSN 1470-3297

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Abstract

Senior Fellowship of the Higher Education Academy (SFHEA) is increasingly viewed as a benchmark of teaching excellence and leadership in UK academia. Yet the reflective journey towards SFHEA, especially under the revised 2023 Professional Standards Framework (PSF), is underexplored. This autoethnographic study examines one applicant’s experience, capturing motivations, challenges, and feedback’s role. Drawing on journal entries and drafts, the author (a health scientist-turned-educator) reflects on how values and career pressures shaped the application. Challenges included balancing workload with reflective writing, adapting to a new genre, and navigating the updated PSF, with its emphasis on inclusivity and digital pedagogy. Collegial feedback proved transformative, prompting a full rewrite and deeper critical reflection. The findings are situated within literature on academic identity, feedback literacy, and reflective development. This study argues that, when supported by authentic feedback and reflection, SFHEA can foster meaningful professional growth.

Item Type:	Article
Uncontrolled Keywords:	autoethnography,psf 2023,sfhea,academic leadership,feedback literacy,reflective practice,education ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School:	Faculty of Medicine and Health Sciences > School of Health Sciences
Related URLs:	http://www.scopus.com/inward/record.url?...
Depositing User:	LivePure Connector
Date Deposited:	09 Feb 2026 13:37
Last Modified:	13 Feb 2026 17:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/101870
DOI:	10.1080/14703297.2026.2617865

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