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Blended Professionals: Stirred but not shaken

Blended Professionals: Stirred but not shaken. Professor John Storan & Tony Hudson Continuum, University of East London. Outline of workshop. Context Research Aims & Objectives Methodology Findings Next steps. Context Drivers – staff development. HEFCE Human Resource Funding

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Blended Professionals: Stirred but not shaken

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  1. Blended Professionals: Stirred but not shaken Professor John Storan & Tony Hudson Continuum, University of East London

  2. Outline of workshop • Context • Research • Aims & Objectives • Methodology • Findings • Next steps

  3. ContextDrivers – staff development • HEFCE Human Resource Funding • The Higher Education Academy • Institutional Audit • Role evaluation (e.g. HERA) • Institutional appraisal schemes (SDRs) • Investors in People (IiP) • WP Strategic Assessments (WPSA)

  4. Research - Aims & Objectives • Identify • Previous education, learning and training • Current learning activities • Training and learning needs • Preferred methods delivery and accreditation • Explore • Integration and recognition within institution • Notions of identity and professionalism

  5. Research - Methodology • Exploratory pilot study • Data collection methods • On-line survey (CASI) • Focus groups • Respondents - Staff managing: • Student ambassadors • Mentors /mentoring schemes

  6. Findings - Demographics • Age – 44% under 30 • Gender – 74% female • HE Experience -71% 1st generation • Disability – 7% disability • Ethnicity – 85% white British

  7. Findings- Employment • Employer – 81% employed by HEI (42% in post 1992 HEI, 39% pre 1992 HEI) • Contract – approximately 66% of respondents are full time and 33% of all respondents have a permanent contract • Previous experience – just under 75% have previous experience of sector • Professional? - 85% Do, 8% Don’t and 7% Don’t know

  8. Findings – Institutional Support & Recognition • Integration - 74% agree or strongly agree that they feel part (integrated) into their institution • Recognition - 58% agree or strongly agree that their work is recognised by their institution. • Valued -64% agree or strongly agree that their work is valued by their institution • Support – 72% agree or strongly agree that their work is supported….but by colleagues and line manager

  9. Findings - Previous Education, Training & Learning • Qualifications (level and subject) • Current learning activities • Previous training and development • Barriers to learning

  10. Findings - Education, Training & Learning Needs • Training needs • Preferred methods of delivery and assessment • Barriers to engaging in further learning and development • Career plans

  11. Findings – Identity & Place • How would you describe yourself ‘Educational entrepreneur” ‘I say to people “I work with kids.” People say, “That’s nice.” How does your institutional setting impact upon your work? • It impacts greatly- how the work I am responsible for is perceived and how/ when the university does or doesn't support it particularly has a massive impact. (Pre ’92 Institution)

  12. New identities – new spaces • Blended professionals • Translators • Cross/don’t recognize boundaries • Emergence of third space • Usefulness as a concept to understand working practices (Whitchurch, C., 2008)

  13. Some questions for you • What are the opportunities and challenges offered by third space? • For individuals • For institutions • The nature of third space management and leadership. • Career and professional development for third space professionals

  14. Next steps • More detailed analysis of: • Quantitative data (survey) • Qualitative data (focus groups) • Further research with ambassadors and mentor • Developing training materials • Pilot sites for delivery • Evaluation

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