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Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Linking the Learning and Teaching Linking the Learning and Teaching and Human Resource Strategies via and Human Resource Strategies via the Development of a Professional the Development of a Professional
DoctorateDoctorate
Northumbria UniversityNorthumbria University
Dec 2008Dec 2008
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Context: the InstitutionContext: the Institution
The strategy: The strategy: Learning and Teaching Strategy 1999 - 2008
The university:The university:Post 1992 university – teaching intensivePost 1992 university – teaching intensivevocational – work based learningvocational – work based learning
The staff:The staff:Significant number of ‘researching professionals’ Significant number of ‘researching professionals’ as well as ‘professional researchers’ as well as ‘professional researchers’
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Context: nationalContext: national
Growth in importance of ‘the knowledge Growth in importance of ‘the knowledge economy’ (Tennant, 2004)economy’ (Tennant, 2004)
Push for increased vocationalism and Push for increased vocationalism and employabilityemployability
Post Leitch- work based learning targetsPost Leitch- work based learning targets Professional Standards frameworkProfessional Standards framework Increased emphasis on ‘performativity’ Increased emphasis on ‘performativity’
(Barnett, 2001; Lyotard, 1984)(Barnett, 2001; Lyotard, 1984)
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Context: The Professional DoctorateContext: The Professional Doctorate
One of fastest growing qualificationsOne of fastest growing qualifications(Bourner et al, 2001; Maxwell, 2003; (Bourner et al, 2001; Maxwell, 2003; Neumann,2005; Park, 2005)Neumann,2005; Park, 2005)
Demand for applied practitioner higher Demand for applied practitioner higher degree, based on field of practice rather degree, based on field of practice rather than perceived gap in the literaturethan perceived gap in the literature
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Differences: Ph.D. c.f. Prof DocDifferences: Ph.D. c.f. Prof Doc
PhDPhD Pre-servicePre-service Theoretical researchTheoretical research Single disciplineSingle discipline Abstract knowledgeAbstract knowledge ‘‘knowledge of’knowledge of’ Development of research Development of research
careercareer Literature / lab based Literature / lab based
researchresearch
Prof DocProf Doc In-serviceIn-service Applied researchApplied research InterdisciplinaryInterdisciplinary Knowledge in contextKnowledge in context ‘‘knowledge for’knowledge for’ Development of teaching/ Development of teaching/
management careermanagement career Work based action Work based action
researchresearch
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Difference in practice or perception?Difference in practice or perception?
Binary divide or continuum?Binary divide or continuum?
Discrete disciplines or overlapping Discrete disciplines or overlapping communities of practice?communities of practice?
Teacher manager or researcher?Teacher manager or researcher?
Complexity of professional rolesComplexity of professional roles
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Changing Professional DevelopmentChanging Professional Development
Structured and institutionally driven Structured and institutionally driven professional development, supported by professional development, supported by an overall human resource strategyan overall human resource strategy
EdD at Wolverhampton = institutionally EdD at Wolverhampton = institutionally driven development building on internal driven development building on internal CPD in learning and teachingCPD in learning and teaching
i.e. curriculum development significantly i.e. curriculum development significantly structured by social context rather than by structured by social context rather than by knowledge field knowledge field
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Changing professional development Changing professional development (contd)(contd)
Mandatory PG CertMandatory PG Cert
HEFCE funding:HEFCE funding:-- TQEFTQEF-- Professional StandardsProfessional Standards-- Rewarding & Developing StaffRewarding & Developing Staff
Staff development = institutional priority Staff development = institutional priority rather than individual academic initiativerather than individual academic initiative
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Learning & Teaching StrategyLearning & Teaching Strategy
‘‘2.2 To develop supported career paths for 2.2 To develop supported career paths for academic staff for whom teaching is the academic staff for whom teaching is the main university activity’main university activity’
Annual round of L&T projectsAnnual round of L&T projects 3 phases/ years:3 phases/ years:
-- Lit review + small pilotLit review + small pilot-- Innovation / action researchInnovation / action research-- EmbeddingEmbedding
Presentation & publication at each stagePresentation & publication at each stage
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Learning and Teaching Strategy Learning and Teaching Strategy (contd)(contd)
‘‘2.6 To build staff capacity and increase 2.6 To build staff capacity and increase quality outputs in research into HE, both quality outputs in research into HE, both generic and discipline-based, through a generic and discipline-based, through a range of schemes and programmes’range of schemes and programmes’
Learning and Teaching Research Network Learning and Teaching Research Network (LTRN) – supported & funded by HR(LTRN) – supported & funded by HR
HR + L&T = new way of supporting new HR + L&T = new way of supporting new academics – the researching professionalsacademics – the researching professionals
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Curriculum modelCurriculum model
Reflective practitioner – PG CertReflective practitioner – PG Cert Work based learning practitioner client Work based learning practitioner client
groupgroup Learning journals, learning sets, e-Learning journals, learning sets, e-
portfolios, CPDportfolios, CPD Reflective practitioner Reflective practitioner → ‘critical being’ → ‘critical being’
(Barnett, 1997) = reflect critically on (Barnett, 1997) = reflect critically on knowledge, developing critical self-knowledge, developing critical self-reflection and critical actionreflection and critical action
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Curriculum developmentCurriculum development
Traditional curriculumTraditional curriculum Knowing thatKnowing that Disciplinary skillsDisciplinary skills Problem makingProblem making Knowledge basedKnowledge based PurePure Proposition basedProposition based
Emerging curriculumEmerging curriculum Knowing howKnowing how Transferable skillsTransferable skills Problem solvingProblem solving Task basedTask based AppliedApplied ExperientialExperiential
In practice, not so distinct. However, curriculum centrality given to interaction of knowledge with the experiential context
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Curriculum developmentCurriculum development ‘‘Advanced Education Research’ moduleAdvanced Education Research’ module
Aim = Aim = ‘develop a range of research skills including negotiating, networking, abstract writing, bid writing and presentation skills.’
‘‘Evaluation and Embedding’ module Evaluation and Embedding’ module LO = LO = ‘critically evaluate, make recommendations, ‘critically evaluate, make recommendations, backed with appropriate and judicious use of evidence, backed with appropriate and judicious use of evidence, for institutional change or further developments / for institutional change or further developments / research’ research’
Prof Doc assessment continually related to institutional Prof Doc assessment continually related to institutional practicepractice
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
Barnett’s curriculum modelBarnett’s curriculum model
Knowledgeacademia
Actionprofession
Self‘student’
Traditional PhD
Knowledge is dominant
Prof Doc
All 3 domains overlap and have equal priority
Prof Doc
On going CD portfolio‘all your reflection on different aspects of your doctoral work is brought together in one place’
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
P.G. Cert in
Learning &
Teaching in
Higher Education
Learning & Teaching Professional Development Programme
Fellow of Higher Education Academy
‘Assoc.Cert’ in
Learning &
Teaching in
Higher Education
Associate of Higher Education Academy
P.G. Dip/ M.A. in
Learning & Teaching---------L& T
projects Phase 1&2
--------Publications
Prof. Doc in
Learning &
Teaching---------L& T
projects Phase 3--------
Prof PracPortfolio
P.G. Cert(International)
Senior Fellow of Higher Education Academy
Professional Standards Descriptor 1
Professional Standards Descriptor 2
Professional Standards Descriptor 3
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton
IssuesIssues
Validation – what is ‘research’ at Level 5 in Validation – what is ‘research’ at Level 5 in a Professional Doctorate? a Professional Doctorate?
Moving staff from ‘L&T projects’ to writing Moving staff from ‘L&T projects’ to writing at Level 5at Level 5
Departmental / School politicsDepartmental / School politics Building a multidisciplinary supervisory Building a multidisciplinary supervisory
team e.g. retention in Applied Sciences team e.g. retention in Applied Sciences
Reference Reference
Gale, H. 2008. "Not another strategy? Gale, H. 2008. "Not another strategy? Linking the Learning and Teaching and Linking the Learning and Teaching and Human Resource Strategies via the Human Resource Strategies via the development of a Professional Doctorate.“ development of a Professional Doctorate.“ Educational DevelopmentsEducational Developments 9:7-11. 9:7-11.
Helen Gale Helen Gale University of WolverhamptonUniversity of Wolverhampton