I recently attended my first Advance HE event since the merger of the HEA, the Leadership Foundation and the Equality Challenge Unit. The logo and CEO might have changed but the remit of promoting excellent learning and teaching has not. Although, interestingly one of my first take homes of the day is the shift from using ‘Learning and Teaching’ or ‘Teaching’ to ‘Education’. There seems to be a growing number of institutions doing it. The University of Essex have changed their awards from Excellence in Teaching Awards to Excellence in Education Awards this year and last week Claire Gordon was talking about ‘Educational Leaders’ and just like Essex suggesting that what HE provides goes beyond just teaching. Is this change in terminology important or is it just semantics? Does it reflect a change that the whole student experience is now being seen as important not just time in the classroom? I have been doing a lot of work recently around supporting transition to HE and a group tutorial programme to support academic skills development and promote employability related activities. The idea that the term ‘Education’ encompasses these areas appears to be, at least part of, the rationale for refreshing the name of the University of Essex. I still remain to be convinced about the key differences between ‘Education’ and ‘Learning and Teaching’; however, I welcome any change that encourages us to think holistically about the students learning experience to ensure that we provide an inclusive educational experience that allows every student to realise their aspirations and achieve their potential.
One of the advantages to using education, not learning & teaching is that it works well when you talk about leadership. Claire Gordon talked about the work she did with Dilly Fung titled: Rewarding Educator and Education Leaders. One of the PVC’s interviewed for this project commented that there were not enough educational leaders within universities, with the emphasis being on leadership rather than management. Educational leaders are important for strategic development of learning and teaching, examining impact of education practices and adhering to the principle of evidence based teaching practice. If there are not enough of these educational leaders, why not? Is it because of lack of support, are academics not willing to put their heads above the parapet or is the reward for doing so lacking? What can we do to change this? One of the other things this has made me question is my own role, am I an educational leader? I like to lead by example – putting things into practice in my own teaching what I am telling other lecturers to introduce in their teaching. I try to measure the impact of the teaching interventions I use on student success and satisfaction and I like to think all my work is aligned to the institutions strategic mission. So maybe that does make me an educational leader – I might need a little more reflection on that one….
One of the recurrent themes of this session was mentors. Mentoring academics to support the development of their education practice and also mentoring them in their own career development. In my own experience the availability of mentoring has been much more limited to those on a research track career than those opting for the educational route. I was lucky enough to be supported by Prof. Illaria Bellantuono when I was at the University of Sheffield. Whilst still focusing on a research-orientated career she encouraged me to complete the PG Cert in Learning and Teaching, which was the turning point for me down the educational route of academic careers. The discussion around mentors also made me reflect on what we offer at Writtle University College. I mentor all new staff with respect to learning and teaching but is the process formal enough and should I be encouraging other staff to act as mentors – all though all staff also have a buddy who will be within their own department. I focus mainly on the practice of learning and teaching, do I need to encourage staff to think about their career paths a little more? Some interesting questions to think about.
Another idea that resonated with me was that academic citizenship was a requirement of recognition for promotion. UCL have included this as a compulsory criteria within their Academic Career Framework. I have worked with individuals at every institution I have worked at that see their own research as more important than anything else. These academics will not do anything extra to contribute to the department and leave other members of staff to pick these things up. Including academic citizenship within the promotion criteria ensures that those going the extra mile receive the recognition they deserve.
Career Framework for University Teaching
My final take home was the very useful resource developed by the Royal Academy of Engineering called ‘Career Framework for University Teaching‘. It shows how you develop through the levels of teaching to become more competent your sphere of influence might grow. I think it will be useful for reflecting on my own level of teaching but also provides an easy to use framework for staff to use during appraisal and applications for promotion. At present I have good evidence for my influence within the institution and I am increasing the amount of scholarly work I produced, although this is somewhat limited by the small size of the institution limiting cohort size. To work further on this I need to look at developing collaborations with other institutions to produce scholarly work that will impact at a national and global level.