Explorations of the role academic managers play in engaging and supporting staff preparedness for professional recognition

    Research output: Contribution to conferencePaper

    Abstract

    Gibbs (2008) highlights that, in order to develop teaching excellence, leadership activities such as nurturing an environment where it is permissible to talk in a scholarly manner about T&L, and where this is enabled through departmental structures, need to occur. Gibbs also concluded that to drive teaching excellence forward managers need to value, encourage and celebrate teaching. Literature on the leadership of T&L also highlights teacher development as a component of the responsibilities of the academic leader (Martin et al, 2003; Ramsden, 2003). Within the UK the development of sector standards in T&L (UK PSF, 2011) together with national teaching excellence awards and an increasing focus on professional recognition has helped to re-prioritise teaching development. However, the impact of this approach may be diminished if some manager conceptions and attitudes have lagged behind, thereby slowing down the transition to a more integrated and strategically-led culture of professionalism and teaching excellence. This study explores the role the academic manager plays in influencing, motivating and supporting engagement in T&L CPD and their preparedness for professional recognition. This study is situated in a large UK university with a strong teaching mission. A multimethodological approach has been adopted interpreting institutional data from over five years. Evaluations from CPD activities, recognition and reward schemes have been collated and analysed for patterns of engagement. Against this rich backdrop, semi-structured interviews with 15 academic managers have been conducted to explore potential links between their leadership approach and its influence on staff engagement with CPD. This analysis has shown considerable variation in engagement with CPD opportunities, reward and recognition processes across departments. Results indicate manager conceptions of teacher excellence, and the value they place on teaching as a professional and scholarly endeavour, impact on their prioritisation, motivation and support for staff engagement with CPD.

    Conference

    ConferenceSEDA SPRING TEACHING, LEARNING AND ASSESSMENT CONFERENCE 2014
    CountryUnited Kingdom
    CityNewcastle
    Period15/05/1416/05/14
    Internet address

    Fingerprint

    manager
    staff
    Teaching
    leadership
    reward
    need structure
    teacher
    Values
    leader
    responsibility
    university
    interview
    evaluation

    Cite this

    Floyd, S., & Platt, A. (2014). Explorations of the role academic managers play in engaging and supporting staff preparedness for professional recognition. Paper presented at SEDA SPRING TEACHING, LEARNING AND ASSESSMENT CONFERENCE 2014, Newcastle, United Kingdom.
    Floyd, Sarah ; Platt, Amanda. / Explorations of the role academic managers play in engaging and supporting staff preparedness for professional recognition. Paper presented at SEDA SPRING TEACHING, LEARNING AND ASSESSMENT CONFERENCE 2014, Newcastle, United Kingdom.
    @conference{0b8161d3b5614c2c8c0dac1c599ff6d4,
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    abstract = "Gibbs (2008) highlights that, in order to develop teaching excellence, leadership activities such as nurturing an environment where it is permissible to talk in a scholarly manner about T&L, and where this is enabled through departmental structures, need to occur. Gibbs also concluded that to drive teaching excellence forward managers need to value, encourage and celebrate teaching. Literature on the leadership of T&L also highlights teacher development as a component of the responsibilities of the academic leader (Martin et al, 2003; Ramsden, 2003). Within the UK the development of sector standards in T&L (UK PSF, 2011) together with national teaching excellence awards and an increasing focus on professional recognition has helped to re-prioritise teaching development. However, the impact of this approach may be diminished if some manager conceptions and attitudes have lagged behind, thereby slowing down the transition to a more integrated and strategically-led culture of professionalism and teaching excellence. This study explores the role the academic manager plays in influencing, motivating and supporting engagement in T&L CPD and their preparedness for professional recognition. This study is situated in a large UK university with a strong teaching mission. A multimethodological approach has been adopted interpreting institutional data from over five years. Evaluations from CPD activities, recognition and reward schemes have been collated and analysed for patterns of engagement. Against this rich backdrop, semi-structured interviews with 15 academic managers have been conducted to explore potential links between their leadership approach and its influence on staff engagement with CPD. This analysis has shown considerable variation in engagement with CPD opportunities, reward and recognition processes across departments. Results indicate manager conceptions of teacher excellence, and the value they place on teaching as a professional and scholarly endeavour, impact on their prioritisation, motivation and support for staff engagement with CPD.",
    author = "Sarah Floyd and Amanda Platt",
    year = "2014",
    language = "English",
    note = "SEDA SPRING TEACHING, LEARNING AND ASSESSMENT CONFERENCE 2014 ; Conference date: 15-05-2014 Through 16-05-2014",
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    Floyd, S & Platt, A 2014, 'Explorations of the role academic managers play in engaging and supporting staff preparedness for professional recognition' Paper presented at SEDA SPRING TEACHING, LEARNING AND ASSESSMENT CONFERENCE 2014, Newcastle, United Kingdom, 15/05/14 - 16/05/14, .

    Explorations of the role academic managers play in engaging and supporting staff preparedness for professional recognition. / Floyd, Sarah; Platt, Amanda.

    2014. Paper presented at SEDA SPRING TEACHING, LEARNING AND ASSESSMENT CONFERENCE 2014, Newcastle, United Kingdom.

    Research output: Contribution to conferencePaper

    TY - CONF

    T1 - Explorations of the role academic managers play in engaging and supporting staff preparedness for professional recognition

    AU - Floyd, Sarah

    AU - Platt, Amanda

    PY - 2014

    Y1 - 2014

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    AB - Gibbs (2008) highlights that, in order to develop teaching excellence, leadership activities such as nurturing an environment where it is permissible to talk in a scholarly manner about T&L, and where this is enabled through departmental structures, need to occur. Gibbs also concluded that to drive teaching excellence forward managers need to value, encourage and celebrate teaching. Literature on the leadership of T&L also highlights teacher development as a component of the responsibilities of the academic leader (Martin et al, 2003; Ramsden, 2003). Within the UK the development of sector standards in T&L (UK PSF, 2011) together with national teaching excellence awards and an increasing focus on professional recognition has helped to re-prioritise teaching development. However, the impact of this approach may be diminished if some manager conceptions and attitudes have lagged behind, thereby slowing down the transition to a more integrated and strategically-led culture of professionalism and teaching excellence. This study explores the role the academic manager plays in influencing, motivating and supporting engagement in T&L CPD and their preparedness for professional recognition. This study is situated in a large UK university with a strong teaching mission. A multimethodological approach has been adopted interpreting institutional data from over five years. Evaluations from CPD activities, recognition and reward schemes have been collated and analysed for patterns of engagement. Against this rich backdrop, semi-structured interviews with 15 academic managers have been conducted to explore potential links between their leadership approach and its influence on staff engagement with CPD. This analysis has shown considerable variation in engagement with CPD opportunities, reward and recognition processes across departments. Results indicate manager conceptions of teacher excellence, and the value they place on teaching as a professional and scholarly endeavour, impact on their prioritisation, motivation and support for staff engagement with CPD.

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    M3 - Paper

    ER -

    Floyd S, Platt A. Explorations of the role academic managers play in engaging and supporting staff preparedness for professional recognition. 2014. Paper presented at SEDA SPRING TEACHING, LEARNING AND ASSESSMENT CONFERENCE 2014, Newcastle, United Kingdom.