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Valuing Teaching at Birmingham (VT@B)

Valuing Teaching at Birmingham (VT@B). Corony Edwards Director of Educational Development. The Project. Evidence gathering, planning and scoping Key deliverable:

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Valuing Teaching at Birmingham (VT@B)

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  1. Valuing Teaching at Birmingham (VT@B) Corony Edwards Director of Educational Development

  2. The Project Evidence gathering, planning and scoping Key deliverable: A business case (including action plan and resource estimate) that maps out ways in which we can bring about a real culture change, where high quality teaching is celebrated and widely recognised as a valued and valuable academic activity across the institution

  3. Actions so far [barriers & solutions] Project Board + chair DPVC (Staffing) Implementation team Funding: researcher and external consultant (Michael Bradford) ‘Diagonal slice’ of >70 academics interviewed / surveyed bigger uptake than anticipated: has slowed process moved to consultation on time, with part only analysed Audit of existing rhetoric and internal provision Draft report Consultation and input meetings with key academic stakeholders, starting with PVC Education PVC Education’s diary is a nightmare PVC not seeing project as priority for her (forgotten scope & aims?) DPVC found chance to ‘ambush’ PVC and brief her; DPCV and project lead offered to meet out of office hours

  4. Actions to come [barriers & solutions] Benchmarking / good practice identification from other HEIs needed Finalise report, including business case PVC Education may not have appetite for level of ambition needed Link project to her UG curriculum review, L&T strategy update and other initiatives Project lead leaving Board member has volunteered to replace lead on implementation team; original lead to continue to advise and return for key activities Present case to Uni. Education Committee (October) and Uni. Exec Board (late 2012)

  5. The data • I cannot see a career structure for myself within teaching within my college • well among academics again as I'm sure you know it (transfer to a ‘two-legged’ contract) is viewed as a penalty for failure to be included in the REF; somebody in our corridor calls them ‘REFjects’ • within my college … teaching is not a valued, it is a second-class activity. No it doesn't matter whether, whether this is in fact the case or not, the impression of the deliverer of teaching is that this is true and therefore there is a problem within the school. Or college…

  6. Outcomes Too early to report much, but: Research has confirmed our perception that staff experience of valuing of teaching is at odds with institutional rhetoric Key issues are: Communications (or rather, lack of comms) to celebrate T Perceived lack of recognition for T activity, including the ‘reality’ of promotions prospects T seen by ‘others’ as a second class activity Consultations so far suggest an appetite for change from leaders of teaching (College Directors of Education, Heads of School) A long list of potential actions emerging (but how prioritise and select those that will have real impact?) If nothing else we have started a conversation among Heads of School (opened a can of worms?): breaking the ‘taboo’

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