Supporting and developing teaching-focused individuals to professorial level: career progression across boundaries

Hulme, JA ORCID: https://orcid.org/0000-0001-6217-1815, 2022. Supporting and developing teaching-focused individuals to professorial level: career progression across boundaries. In: McIntosh, E and Nutt, D, eds., The impact of the integrated practitioner: studies in third space professionalism. London: Routledge, pp. 107-114. ISBN 9781003037569

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Abstract

Most universities employ some academic staff on teaching-focused contracts. Traditionally, many such staff were employed on a part-time, fixed-term basis, with sessional teaching being delivered by visiting professionals (from health or industry, for example), or by early career academics. With the advent of metrics-based institutional ranking schemes internationally, there has been a trend for higher education institutions to employ substantive, permanent academics on education-focused contracts, with a view to providing a pedagogically expert work force to enhance education within departments and across institutions. This has led to the development of educational career pathways with opportunities for promotion to senior academic roles. Most of these promotion schemes recognise integrated teaching, scholarship and professional practice careers, but the sector has been slow to set clear criteria for a successful education-focused academic career. The newness of such pathways means that there is a shortage of educationally-focused senior staff to provide role models and mentoring (McHanwell and Robson, 2018). Thus academic identity is problematised, while support is limited. In this chapter, I explore some of the theoretical issues underpinning these challenges, and I will reflect on my own experiences to provide an illustrative case study. We will consider the importance of evaluating and reporting educational impact, and the role of a community-led network, Professors in Preparation, in developing ways forward for teaching-focused staff.

Item Type:	Chapter in book
Creators:	Hulme, J.A.
Publisher:	Routledge
Place of Publication:	London
Date:	30 March 2022
ISBN:	9781003037569
Identifiers:	Number Type 10.4324/9781003037569 DOI 1743584 Other
Divisions:	Schools > School of Social Sciences
Record created by:	Jeremy Silvester
Date Added:	31 Mar 2023 08:17
Last Modified:	30 Sep 2023 03:00
URI:	https://irep.ntu.ac.uk/id/eprint/48667

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