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Helen Gale Helen Gale University of University of Wolverhampton Wolverhampton Linking the Learning and Linking the Learning and Teaching and Human Resource Teaching and Human Resource Strategies via the Strategies via the Development of a Development of a Professional Doctorate Professional Doctorate Northumbria University Northumbria University Dec 2008 Dec 2008

Northumbria University Dec 2008

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Linking the Learning and Teaching and Human Resource Strategies via the Development of a Professional Doctorate. Northumbria University Dec 2008. Context: the Institution. The strategy: Learning and Teaching Strategy 1999 - 2008 - PowerPoint PPT Presentation

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Page 1: Northumbria University Dec 2008

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

Page 2: Northumbria University Dec 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’

Page 3: Northumbria University Dec 2008

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)

Page 4: Northumbria University Dec 2008

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

Page 5: Northumbria University Dec 2008

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

Page 6: Northumbria University Dec 2008

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

Page 7: Northumbria University Dec 2008

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

Page 8: Northumbria University Dec 2008

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

Page 9: Northumbria University Dec 2008

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

Page 10: Northumbria University Dec 2008

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

Page 11: Northumbria University Dec 2008

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

Page 12: Northumbria University Dec 2008

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

Page 13: Northumbria University Dec 2008

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

Page 14: Northumbria University Dec 2008

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’

Page 15: Northumbria University Dec 2008

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

Page 16: Northumbria University Dec 2008

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

Page 17: Northumbria University Dec 2008

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