What is the Point? Building Careers after a National Teaching Award

1. Winthrop Professor Mark Israel, Associate Dean, Faculty of law What is the Point? Building Careers after a National Teaching Award WUN Ideas and Universities Webinar, 15-16 March 2012

2. Australian Learning and Teaching Council Report • The Key to the Door? • 2011 Report for ALTC • Fellowship • http://www.olt.gov.au/resource-teaching-awards-higher-ed-uwa-2011

3. Introduction • Valuing high performance teachers • Background • Expansion of universities • regulation of fee structure, uncapped student numbers, • Shortage of academics • ‘Research rules’ • Ageing workforce • Capacity of institutional leaders and managers • Role of teaching awards

4. Methodology • Official documentation • Federal government • DEET, DEETYA, DETYA, DEST, DEEWR… DIISRTE • Body administering awards (AAUT) • CAUT, AUTC, Carrick Institute, ALTC… OLT

5. Methodology • Interviews • 42 semi-structured face-to-face (and telephone) interviews • Awardees • Administrators and policy makers within ALTC, universities • Late 2009-early 2011 • Adelaide, Brisbane, Canberra, Melbourne, Perth, Sydney and Hong Kong • From 14 institutions, responsible for 70% of 119 awards 2005-10 • inc. 5x Go8 research intensives

6. Methodology • Survey of awardees 2005-10 • Online • 93 respondents (75% first named awardees) • Reported as absolute figures not %

7. The National Scheme • Established1996 • Aims • Promote long-term change • Recognise different institutional priorities and missions within sector • Process • Nominee’s 8-page response to 5 selection criteria • 5 discipline clusters, Indigenous Education, Early Career, annual priority area • A$25,000 for individual awardees, A$75,000 for PM’s award winner • 22 awards from 13 institutions (2011); up to 16 awards (2012)

8. Institutional engagement • 2011 – 103 nominations from 30 institutions • Assumption worth engaging • commitment to driving teaching excellence? • desire for a marketing edge?

9. Career Development Confidence Desire Opportunity Satisfaction Balancing Commitments

10. Confidence an external validation of each innovative thing that’s… out of the box validated a career choice and it validated a passion… (and) gave me a little bit of subliminal confidence

11. Desire Desires

12. Opportunities

13. I have scarcely received a speaking invitation – it’s as if teaching does not matter to my institution and other universities. (Survey respondent) I was very active in leadership, advising/mentoring, committee work, policy development, etc before the ALTC award and nothing much changed... (Survey respondent) I have delivered 14 national and state invited presentations related to teaching excellence, the research-teaching nexus, improving student outcomes at university, enhancing education through engagement and evaluation and quality teaching at university. I gave a keynote presentation as a recognised senior leader and scholar in higher education at the [name of university] Teaching Fellows symposium. I have been an invited teaching scholar at three universities… (Survey respondent)

14. Increased • Visibility • Legitimacy • Resources • you have no money at all and then you have $75K – it’s bizarre beyond your comprehension (Tom Stannage, UWA, 1997 PM’s Awardee) • Leveraging projects • Ian Cameron, UQ 3D immersive environment based on petroleum refinery, $ matched by UQ and industry • Travel and develop networks

15. Active? • Wait and see • if they want you, they’ll come and ask you! • Proactive • Readiness • Apprehensive • Hungry • whenever opportunities have come along to do different things, I’ve almost always said ‘yes’

16. Institutional responses • Mixture of is/ought • Part of the deal is we really want to nurture the awardees at this university as a community because we believe you can contribute to advance learning and teaching … [and] we will actually work to try and give you some skills which will allow you ultimately to take leadership roles… (Adrian Lee, ex-PVC, UNSW) • … are you just accelerating for that end point or are you accelerating them for life, and I sometimes wonder because often the structures that are built up are all pre-award structures. (Marnie Hughes-Warrington, Prime Minister’s award winner, 2008, PVC, Monash University) • … take them to the edge of a comfort zone and let them peer over the edge and think, because sometimes people are happily surprised by what they see and they suddenly find certain things riveting that they never … thought that they could either do or much less that they actually wanted to do. (Jane Long, PVC, UWA)

17. Satisfaction … winning the ALTC award was pivotal in my career. I was only mildly satisfied with my career advancement, but this changed after winning the award. (Survey respondent) I am not greatly interested in promotion. I mainly seek work satisfaction. My course co-ordinator position, aided by the award, allows me to make a contribution at a more strategic level, which I find challenging and enjoyable. (Survey respondent)

18. Satisfaction Although the award meant a lot to me – it has counted for nothing at the university at which I work... being subsequently ignored or not valued does little for one’s career aspirations and dreams. (Survey respondent) … winning the award was the start of losing my career. (Survey respondent)

19. Balancing Commitments I came back for one day and went back to London and got on with what I was doing… (Ian Cameron, UQ, 2003 PM’s Awardee)

20. you’ve got to do your day job before you can enjoy the glory… (Stephen Barkoczy, Monash, 2008 PM’s Awardee)

21. lecturing on how not to use lectures… (Lynne Hunt, ECU, 2002 PM’s Awardee)

22. if you make mistakes and fail, people will come down harder on you (Mark Freeman, Sydney, 1997 Awardee)

23. ...I was completely overwhelmed and… after a certain amount of time of just saying ‘yes’ to everybody… I was burnt out… (award winner, Go8)

24. well she’s a great teacher but does she write anything? (Nadja Alexander, ex-UQ, 1997 Awardee)

25. she’s the teacher, we’ll make her Chair of that committee (MerrilynGoos, UQ, 2004 Awardee)

26. …after that award I thought maybe I’d draw a bit of a line under driving a teaching and learning agenda and think about securing more of my research trajectory... (Ian Hay, Flinders, 2005 PM’s Awardee)

27. …it’s your research time that you’ve got to protect… I think that’s the general ethos around this place… there’s a general feeling that the research component is taken more seriously by selection committees and I’d say that’s probably true (award winner, Group of Eight university) …things like QEII or future fellowships, research-related awards and Nature papers are the goal in [Group of Eight university]…, so getting an award for teaching was almost like being further labelled as ‘the one who has wasted her time teaching’. (Survey respondent)

28. Leadership roles • Assumed leadership roles • Scaling up • important part of that definitional shift from junior academic to grown up academic (Early Career Academic) • The teaching award marked a really significant change in my application to high-quality education from being a great individual teacher who was responsible for his own units… and then, in that two to three year period after it, I effectively turned into a kind of an educator who wanted to build a program… • Forging a developmental pathway through T&L

30. Skill development • Some already in leadership roles • Maj. developed leadership skills on own initiative • 42 as a result of career opportunities from award • Promotion • 50 received promotion • 45 indicated award had positive impact • Legitimacy? Some abused for taking T&L route • 34 failed to achieve promotion • 26 indicated award had no impact • Angry and cynical • It is clear that promotion and career progression is based on research income in traditional scientific areas [and] teaching scholarship and social sciences continue to suffer. This is very disappointing… • it was a contradiction in what the university was claiming in its value of teaching and learning. (award winner, Group of Eight university)

31. Ramsden’s scales of leadership (1998) • Awards might foster emergence of educational leadership by: • providing clear goals and contingent reward, • promoting teachers who might engage others through • Inspiration • Exemplary practice • Collaboration • Spontaneity and • Trust

32. I think there was too much expectation built into the development of Australia’s teaching award system that it would be this profoundly revolutionary step forward that would then have significant institutional consequences kind of carried in the bodies and minds of the award winners… I think it was idealistic to assume that awards systems would engender significant institutional change. (Matthew Allen, Curtin, 2000 Awardee)

33. …teaching is a core business and that we need to value it, recognise it, nurture it. (Mark Freeman, Sydney, 1997 Awardee)

35. http://www.campusreview.com.au/blog/analysis/sound-advice-on-being-a-winner/http://www.campusreview.com.au/blog/analysis/sound-advice-on-being-a-winner/