Abstract
A multiphase qualitative methodology is presented, that fosters critical reflection on the Advance Higher Education (AHE) Fellowship application process, generates data, and promotes multidisciplinary authorship. The growing agenda to professionalise higher education practice in teaching and learning in Australia and the UK has seen an increasing number of university academics engaging in reflective practice towards the attainment of an AHE Fellowship qualification. Little is known about the reflective practices of applicants throughout the qualification process, including the perceived benefits and potential limitations for universities and academics. Foregrounded by narrative inquiry and reflective practice research, three sequential phases were implemented: a focus group, semi-structured interviews, and collaborative autoethnographic writing. Each phase provided critical reflection of academics’ experiences while incentivising contributions to scholarly dialogue and publication across several disciplines. In addition, the research design provides an effective methodological framework through which educators can explore their experiences in depth, positioning personal stories as legitimate sources of evidence.