Transforming faculty development: key outcomes and strategies for achieving UKPSF accreditation excellence

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Purpose This study aims to explore outcomes and strategies associated with developing faculty competencies for accreditation in teaching management, guided by the United Kingdom Professional Standards Framework (UKPSF). Design/methodology/approach The study used a mixed methods explanatory design. We collected quantitative data from 356 faculty members and 400 students using a validated questionnaire. A one-way ANCOVA and a one-way ANOVA were used to compare teaching outcomes and strategies between UKPSF-certified and non-certified faculty members. In addition, qualitative interviews were used to explore the accreditation process and assessed its effectiveness. Findings UKPSF-certified faculty showed significantly more effective teaching practices and achieved stronger teaching outcomes than their non-certified peers. Students taught by certified faculty reported better learning experiences. Qualitative findings have identified three key dimensions in faculty development: policy and social relationships, meaning and thought and practical conditions. These dimensions emphasized leadership, attitudes and skills, which collectively support the growth of learners, faculty and institutions while enhancing academic credibility. Research limitations/implications Future research should investigate the long-term impacts of UKPSF certification on faculty career progression and institutional performance across diverse educational contexts. Practical implications The findings have highlighted the importance of structured faculty development programs in enhancing teaching quality and support accreditation efforts. Originality/value This study contributes to the literature by demonstrating how international accreditation frameworks like the UKPSF improve teaching practices and learning outcomes. It offers actionable insights for institutions seeking to align faculty competencies with global standards while responding to local educational needs.