Helen Gale University of Wolverhampton Linking the Learning and Teaching and Human Resource Strategies via the Development of a Professional Doctorate Northumbria University Dec 2008

Helen Gale University of Wolverhampton Context: the Institution  The strategy: Learning and Teaching Strategy Learning and Teaching Strategy Learning and Teaching Strategy  The university: Post 1992 university – teaching intensive vocational – work based learning  The staff: Significant number of ‘researching professionals’ as well as ‘professional researchers’

Helen Gale University of Wolverhampton Context: national  Growth in importance of ‘the knowledge economy’ (Tennant, 2004)  Push for increased vocationalism and employability  Post Leitch- work based learning targets  Professional Standards framework  Increased emphasis on ‘performativity’ (Barnett, 2001; Lyotard, 1984)

Helen Gale University of Wolverhampton Context: The Professional Doctorate  One of fastest growing qualifications (Bourner et al, 2001; Maxwell, 2003; Neumann,2005; Park, 2005)  Demand for applied practitioner higher degree, based on field of practice rather than perceived gap in the literature

Helen Gale University of Wolverhampton Differences: Ph.D. c.f. Prof Doc  PhD  Pre-service  Theoretical research  Single discipline  Abstract knowledge  ‘knowledge of’  Development of research career  Literature / lab based research  Prof Doc  In-service  Applied research  Interdisciplinary  Knowledge in context  ‘knowledge for’  Development of teaching/ management career  Work based action research

Helen Gale University of Wolverhampton Difference in practice or perception?  Binary divide or continuum?  Discrete disciplines or overlapping communities of practice?  Teacher manager or researcher?  Complexity of professional roles

Helen Gale University of Wolverhampton Changing Professional Development  Structured and institutionally driven professional development, supported by an overall human resource strategy  EdD at Wolverhampton = institutionally driven development building on internal CPD in learning and teaching  i.e. curriculum development significantly structured by social context rather than by knowledge field

Helen Gale University of Wolverhampton Changing professional development (contd)  Mandatory PG Cert  HEFCE funding: -TQEF -Professional Standards -Rewarding & Developing Staff  Staff development = institutional priority rather than individual academic initiative

Helen Gale University of Wolverhampton Learning & Teaching Strategy  ‘2.2 To develop supported career paths for academic staff for whom teaching is the main university activity’  Annual round of L&T projects  3 phases/ years: -Lit review + small pilot -Innovation / action research -Embedding  Presentation & publication at each stage

Helen Gale University of Wolverhampton Learning and Teaching Strategy (contd)  ‘2.6 To build staff capacity and increase quality outputs in research into HE, both generic and discipline-based, through a range of schemes and programmes’  Learning and Teaching Research Network (LTRN) – supported & funded by HR  HR + L&T = new way of supporting new academics – the researching professionals

Helen Gale University of Wolverhampton Curriculum model  Reflective practitioner – PG Cert  Work based learning practitioner client group  Learning journals, learning sets, e- portfolios, CPD  Reflective practitioner → ‘critical being’ (Barnett, 1997) = reflect critically on knowledge, developing critical self- reflection and critical action

Helen Gale University of Wolverhampton Curriculum development  Traditional curriculum  Knowing that  Disciplinary skills  Problem making  Knowledge based  Pure  Proposition based  Emerging curriculum  Knowing how  Transferable skills  Problem solving  Task based  Applied  Experiential In practice, not so distinct. However, curriculum centrality given to interaction of knowledge with the experiential context

Helen Gale University of Wolverhampton Curriculum development  ‘Advanced Education Research’ module Aim =  ‘Advanced Education Research’ module Aim = ‘develop a range of research skills including negotiating, networking, abstract writing, bid writing and presentation skills.’  ‘Evaluation and Embedding’ module LO = ‘critically evaluate, make recommendations, backed with appropriate and judicious use of evidence, for institutional change or further developments / research’  Prof Doc assessment continually related to institutional practice

Helen Gale University of Wolverhampton Barnett’s curriculum model Knowledge academia Action profession Self ‘student’ Traditional PhD Knowledge is dominant Prof Doc All 3 domains overlap and have equal priority Prof Doc On going CD portfolio ‘all your reflection on different aspects of your doctoral work is brought together in one place’

Helen Gale University of Wolverhampton P.G. Cert in Learning & Teaching in Higher Education Learning & Teaching Professional Development Programme Fellow of Higher Education Academy ‘Assoc. Cert’ in Learning & Teaching in Higher Education Associate of Higher Education Academy P.G. Dip/ M.A. in Learning & Teaching L& T projects Phase 1& Publications Prof. Doc in Learning & Teaching L& T projects Phase Prof Prac Portfolio P.G. Cert (International) Senior Fellow of Higher Education Academy Professional Standards Descriptor 1 Professional Standards Descriptor 2 Professional Standards Descriptor 3

Helen Gale University of Wolverhampton Issues  Validation – what is ‘research’ at Level 5 in a Professional Doctorate?  Moving staff from ‘L&T projects’ to writing at Level 5  Departmental / School politics  Building a multidisciplinary supervisory team e.g. retention in Applied Sciences

Reference  Gale, H "Not another strategy? Linking the Learning and Teaching and Human Resource Strategies via the development of a Professional Doctorate.“ Educational Developments 9:7-11. Helen Gale University of Wolverhampton