New-to-Teaching Workshops Business Disciplines

1. New-to-Teaching Workshops Business Disciplines • Richard Atfield, Discipline Lead – Business and Management • Lyn Bibbings, Discipline Lead – Hospitality, Leisure, Sport, Tourism • Lyn Vos, Discipline Lead – Marketing; Interim DL for Finance & Accountings

2. The Aims of this Workshop • To bring together those recently appointed to or considering an academic post in the broad disciplines and subjects of ‘business education’; • To consider the findings of and resources from recent research into these new academic staff; • Explore and discuss current and future opportunities, challenges and support needs; • Extend your networks with colleagues

3. Proposed Structure • Getting to know you and setting the context; • Your expectations of Academia and ‘Being Academic’ and ‘Being an Academic’; • UK professional Standards Framework 2011 and HEA Fellowship. • Lunch • Identify and address personal Support Needs and Discipline/Subject issues; • Consider a range of common ‘dilemmas’ • Feedback and plan your way forward

4. Welcome to Academia! • Even to those committed to it, Academia makes little sense: • for most people ‘academic’ means abstract, conjectural, hypothetical, impractical, unlikely to actually happen; • we send multiple e-mails and complain our inbox is full; • we read e-mails in supermarkets telling us a journal has rejected our life’s work; • our newspaper and magazine articles, read by millions, are ignored in research assessments; • our journal articles, read closely by ten people (if we are lucky), are interrogated in research assessments; • we are surrounded by students who own better technological gadgets and cars than we do.

5. One-day NTT Workshop So no ‘one size fits all’, even at subject level • Principles: • Wide range of subjects – sport to organisational psychology • Range of contexts – Russell Group, Million+, HE in FE • Mix of career paths – post-docs, professions • Often non-’business’ first degree (if any) • Mix of motivations – teach, research, status, travel, career • Range of student numbers, experience, cultures, languages • Cohorts sizes from 20 to 1,000 +

6. Recent research on early academics • How: • Appreciative Inquiry ‘What works and why’ approach • Pilot 2008 Liverpool:Ulster researchers exchange visits • Main Study 2009 6 paired institutions– Aston:Portsmouth, Leeds:SurreyGlamorgan:Southampton Solent • BMAF New Lecturers Project – ‘The 21st Century Business Academic’ • Interviews (50+) with new academics (within 3 years of 1st appointment) • Interviews (20+) with department heads, senior staff and PGCert Lead • Reports written on each School/Faculty, leading to Project Report

7. Who are ‘New Business Academics’? • Academics moving from subjects taught differently, e.g. politics, history • Academics moving between culturally different institutions, e.g. post ‘92 to Russell Group • And many other variations • Post-Doctoral students in their first academic post (increasing %) • ‘Mid-Career Shifters’ following a previous career in ‘industry’ (sometimes still in practice) • International academics with a first UK post

8. New ‘Business Academics’ asked for: Generic and subject specific networking events Transition support for international staff joining the UK HE Opportunities to expose new staff with no ‘industry’ experience to the corporate environment Training and resources to support the e-learning agenda. Subject-linked resource database linked to other sources. Subject linked on-line support modules. Checklist of generic issues a new lecturer might encounter,e.g. teaching and student related issues: module specification; assignment documentation; deadlines for examination papers; external examiner requirements; class lists; timetable of meetings; international visa regulations (Hunter-Jones, P. McGugan, S. Farley, H. and Reid, C. (2009) Cultivating Communities of Teaching Practice through HEA Subject Centres. The Future of the Student Learning Experience. n/a, Manchester)

9. 21st Century Business Academic Is this you? (Atfield R, Curran R (2009) The 21st Century Business Academic, http://www.heacademy.ac.uk/assets/bmaf/documents/projects/New_Lecturers/The_21st_Century_Business_Academic_Initial_Progress_Report_Autumn09.pdf) • Comfortable and appropriate with diversity of students and colleagues • Confident and competent with large student numbers (esp. planning and coordination) • Can work solo, collegially and in partnerships • Balance of research and teaching skills • Flexible and adaptable to change (Job and Org) • Effective with time management • Competent with a range of technologies

10. ‘Business’ Academics include: Accountancy, Business, Change, E-Business, Enterprise, Entrepreneurship, Economics, Events, Finance, Hospitality, Human Resources, Leadership, Leisure, Management, Marketing, Operations, Project Management, Public Policy, Retail, Service Management, Sport, Strategy, Supply Chain, Tourism … often also Law, Economics, Information Systems and more. Business and management schools/faculties are not consistent

11. Perceived benefits of new staff? Senior managers said: “They are the lifeline to an institution and all our futures really depend on there being that flow of talent to the institution.” “They bring with them new ideas, new ways of thinking, new ways of doing things.” “They are coming in with a fresh approach to things.” “I think it can shake up teams sometimes (…) questioning the ways things are done.” “They are up-to-speed and at the forefront of their subject area.”

12. and … “Those coming in as young appointments often have that closer affinity with a number of our stakeholders …” “Even if they are coming in as a second career, then they have other experience which can enrich (…) particularly post experience or post-graduate programmes” “Some new PhDs can be rather idealistic and not prepared for student numbers and the sheer teaching workload – often burying themselves in research, the familiar territory they’ve come from.” “ … those from practice can be impatient, especially if they have been quite senior and now have to do their own photocopying.”

13. So what are your expectations a. of Being an Academic? b. of ‘Being Academic’? • What do these terms mean to you? To those at your table? • Have you become disillusioned with any aspects? If so, which?

14. Understanding Academic Practice … involves multiple activities www.learning.ox.ac.uk/support/teaching/resources Teaching – classes, lab demonstration, supervision, etc. Inquiry - research, publication, dissemination, etc. Career Focus – what next, and where? Service – editing, committees, outreach, referring etc. Find out more about roles you are less familiar with, and explore how established academics engage in them How does your work map onto these different activities? How do they relate to each other? How is each activity changing? Which is most important to you in your academic work?

15. Elements of Career Support Academic Apprenticeship (Adcroft A, Taylor D, (2009) Support for new career academics: a conceptual model for research intensive university business and management schools)

16. The Unbundled Academic Research support officer Part-time lecturer Research contracts officer Doctoral student Post-doc fellow Lecturing E-learning coordinator Writing papers Seminars Knowledge transfer officer Tutorials Data analysis Learning technologist Curriculum design Making grant proposals Research professor Validation Research Teaching Quality assurance officer Evaluation Doctoral student Public engagement Assessment Service Student experience officer Business development manager Peer observation Leadership & management Student advising / personal tutoring Dyslexia advisor International student advisor Head of department Learning and teaching co-ordinator Counsellor Academic support librarian Educational developer Macfarlane, B. (2010). The unbundled academic: How academic life is being hollowed out. In Devlin M, Nagy J and Lichtenberg A. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 33

17. Open for Business OER outputs http://www.heacademy.ac.uk/business/ourwork/open-for-business Business Education Jargon Buster http://research-archive.liv.ac.uk/3593/2/Business_Education_Jargon_Buster_OER.pdf Questions, Answers and Checklists for New Business Academics http://research-archive.liv.ac.uk/3533/2/AnInsider'sGuideToBecomingABusinessAcademic.pdf Supporting students: a learning resource for new lecturers Resources linked to ‘The 21st Century Academic’ findings http://mycourse.solent.ac.uk/course/view.php?id=6305

18. The UK Professional Standards Framework Continuing Professional Development

19. UK Professional Standards Framework 2011 http://www.heacademy.ac.uk/ukpsf • The Dimensions of Practice • Areas of Activity by teachers and supporters of learning in HE • Core Knowledge needed for those activities at appropriate level • Professional Values that should be embrace and exemplified • The Descriptors: Key Characteristics of someone performing four broad categories of typical teaching and learning support roles within Higher Education. • 1: Associate Fellow • 2: Fellow • 3: Senior Fellow • 4: Principal Fellow

20. What is the UKPSF? • A framework that helps: • Universities to develop and then accredit their professional development programmes for teachers, lecturers and support staff; • Individual teachers/lecturers build the evidence needed to apply for HEA Associate, Fellow, Senior Fellow or Principal Fellow accreditation • The UK Professional Standards Framework for teaching and learning in higher education

21. How to gain accreditation as Fellow? • Get a copy of the UKPSF main document • Go to www.heacademy.ac.uk/ukpsf for detailed explanatory notes on how to fill in your application. • Make use of Richard’s reflection sheet (see hand out) • Write approx. 3000 word account of your professional practice as a teacher spread evenly across the 5 Areas of Activity:

22. Completing the application Core Knowledge: • Make clear how you apply your Core Knowledgeand engage with the Professional Values set out in the Framework. (2 examples of your use/commitment of each) • Professional Values:

23. And finally … • If not quite ready to apply for Fellow – USE this framework to build you a teaching portfolio over time • 6. Use the 5 Area of Activity statements as sub headings for your account. Write approx. 600 words for each area. • Clearly identify where you have evidenced each of the elements of the Core Knowledge and Professional Values. • 7. Get two references from people who can comment on your teaching practice

24. Browne Report/White Paper link From Academic Year 2012-2013 HESA statistics will include numbers of staff who have a recognised award for teaching in Higher Education contexts Chapter 6: Safeguarding the public interest in the higher education system – recommended: Institutions require all new academics with teaching responsibilities to undertake a teaching training qualification This is made available to all staff with teaching responsibilities - including researchers and postgraduate students “Anonymised information about the proportion of teaching-active staff with such a qualification should be made available at subject level by each institution."

25. What type of support do you need?What would you like?Are any Discipline and/or Subject specific? • Student numbers? Teaching Methods? Student Support? Scholarly Activity? Administration? Research? Career Progression? Other?

26. So … • What HEA could do: • What I could do:

27. The Challenge? To make it happen!

28. Funding Opportunities(for subscribing institutions • http://www.heacademy.ac.uk/funding Workshops/Seminars, Disciplines and Themes to £750 Individual Grants, 12 months, up to £7k, call May-13 Departmental, 15 months up to £15k, closed Oct-12 Collaborative, 18 months, up to £60k, call Feb-13 UK Travel Fund (staff and students) open call Doctoral Programme, closed Sep-12 Travel Scholarships, closes 9 Jan-13, up to 20k

29. New UK HEA structure • Previously HQ in York, Scotland and Wales + 24 subject centre ‘franchises’ based in universities • From August 2011 • All staff directly employed, York office or home-based • 3 service areas, 7 current themes • 4 broad academic groupings • Arts and Humanities • Health • Social Sciences • STEM http://www.heacademy.ac.uk

30. Over-arching Priorities HEA Strategic Plan 2012-2016 View a vodcast by Chief Executive Craig Mahoneyand download the plan at http://www.heacademy.ac.uk/strategic-plan • Academic Practice Development • Teacher Excellence • Institutional Strategy and Change

31. Main HEA Themes 2012-13 Relate to priorities of the four country’s funding councils Assessment and feedback Education for sustainable development Employability Flexible learning Internationalisation Online learning Retention and success Reward and recognition of teaching Students as partners

32. Discipline Support through HEA 24 Subject Centres, range of constituency sizes ‘Franchised’ to HEIs Most SC offered individual and/or departmental grants Most SC organised and/or offered workshop funding Open to any UK HEI staff Open to any institution 28 Discipline Leads, balanced across HESA student numbers Directly employed by HEA £1.5m grant funds for individual, department and collaborative bids Up to 10 workshops per discipline plus Theme events Open to or involving HEA Fellows Open to any subscribing institution

33. Social Sciences Grouping • Discipline Leads for: • Marketing • Politics • Sociology • Oversight of: • Anthropology • Criminology • Islamic Studies • Business and management • Economics • Education • Finance and accounting • Hospitality • Law

34. HEA Services aim to support HEIs Fee change implications, additional HE providers National Student Survey impacts, Post Grad surveys, Key Information Sets and Student Charters Nation issues – White Papers, Enhancement Themes UK PSF – ‘qualified to teach’, CPD Internationalisation, employability, entrepreneurship, sustainability, flexible learning, large student numbers and lots more …. What else would help you?

35. More information: Business Education • Richard Atfield, Discipline Lead – Business and Management, richard.atfield@heacademy.ac.uk • Lyn Bibbings,Discipline Lead – Hospitality, Sport, Leisure, Tourism and Events, Lyn.Bibbings@heacademy.ac.uk • Lyn Vos, Discipline Lead – Marketing, Interim DL for Finance and Accounting, lynn.vos@heacademy.ac.uk • Twitter@HEA_BusinessEdu; • Discipline pages: http://www.heacademy.ac.uk/disciplines; • Events: http://www.heacademy.ac.uk/events; • HEA/Association of Business Schools Teaching & Learning Conference, Nottingham Apr-13; • Social Sciences Conference, Liverpool May-13.