I read our recently issued NSS action table in the context of preparation guidance for staff annual Performance and Development Review (PDR):
One of the NSS actions (dressed up as principles) and echoing the UK PFS Values, is that,
All staff who support learning participate annually in collective professional development to ensure that their practice is evidence-based, informed by the scholarship of learning and teaching, and employs up-to-date learning tools and technologies.
I love collective professional development but feel a little queasy about “to ensure“. Always prefer a developmental/enhancement led approach… to enhance their practice through evidence informed by the scholarship of teaching ….
But it can amount to the same thing. Depends on what is measured
Pretty much everything else in the NSS action table is just stuff we shouldn’t have to mention. The fact that we have to speaks bucket-loads. But ultimately it obscures what the message should be, which is that we love our discipline and our students and teach them as well as we can.
I thought I might share the gist of my side of the conversation. I am working through documents at a more leisurely pace than the folk at Wonkhe. And I did read David kernohan’s A game of risk
. So, I have probably tainted my mind.
But my tentative conclusion is the conflation of regulation, reputation and enhancement is where the risk lies. Institutions need to be careful not to conflate NSS, TEF and league-table positionality with either: their own enhancement or the regulatory regime. I think those are three different “games”.
Continue reading “Where risk lies for HEIs: the conflation of regulation, reputation and enhancement”
Money is power. More particularly, money is patriarchal power. Now here is the rub. If you use the powerful’s form of power to overthrow the current power, you simply replicate power as it is. You do not transform it. OK, it is a little more complicated, but that is about it. If you use hierarchised authoritarian structures to overthrow an authoritarian hierarchy, you end up with an authoritarian hierarchy. The Czar => Lenin => Stalin => Putin is the classic example given. If money and banking are used to overthrow money and banking… You get my point. “Progressives” believe incremental change can be speeded up and that systemic benefits can be progressively more evenly shared, thereby, progressively reducing noxious aspects of the present. I suggest male-female iniquities are due to more than pay differentials and while closing pay gaps is necessary, I suspect that male-female iniquity will persist unless other things also change. Or perhaps the pay gap needs to be levelled down with the differentials redistributed by some transparent, democratic mechanism to all those currently dispossessed by the current power..
What follows is a short saga.
Journal price inflation also adds significantly to staff time costs or reduced efficiency.
I was searching for: Ashwin, P, Deem, R, & McAlpine, L 2016, ‘Newer researchers in higher education: policy actors or policy subjects?’, Studies In Higher Education, 41, 12, pp. 2184-2197
Our online subscription to Studies in HE is embargoed for 18 months so I asked our librarian. I was advised that I needed to do an Interlibrary loan request (ILL). So, I thought I would try.
Continue reading “Interlibrary loan or Sci-Hub? A short saga”
I am doing, in a way, what I have always wanted to do: teaching in a university, running an academic conference, editing a journal, supervising dissertations, some consultancy. And now I seem to have found the time and space to develop the two items that have been hardest for me to achieve and for which I have taken or given myself knocks: psychic and physical: the MA Education (Higher Education) and the Higher Education Journal of Learning and Teaching. (HEJLT)
Every student published? Original MA work? At the cutting edge of policy and provision.
The task, for me, the lots to-do is to transform theory to practice. That is, education development aims not just to bring about correct understanding but to create social and political conditions (that is, community) more conducive to human flourishing than the present ones.
I became a Football Coach last winter and now help run a childrens’ football club (Donnington FC). My head coach has a to do list to keep Alexander the Great busy. I feel kind of the same at work. So many good ideas! Not all mine, I hasten to add!
Big on the lots-to-do list is bringing a number of blogs back to life, not least my own!
Continue reading “Lots to do: thoughts on the task ahead”
Structurally, politically, philosophically and commercially there is more change in higher education in the UK today than there has been since the Polytechnics had their magic wand waved in 1992
The OfS’s foundation is more than a simple re-branding exercise. The shift from a ‘funding council’ to a ‘regulator’, a body found in many public and private sectors from energy, telecoms, to financial services and beyond, is a fundamental change in philosophy. (WonkHE, Monday briefing, 3 April 2017)
In a leap across several nations and several arguments, I expect England, along with Scotland (already) and Wales (very soon) will have a common, but possibly chaotic regulatory and funding framework for post-compulsory (“tertiary”) education including a plethora of new providers (many private) and new awards including Degree Apprenticeships. But difference, hierarchy and competition will persist and be generated within and between institutions, nations and firms (or syndicates or enterprises).
It appears that rules of “firms” more so than rules of “markets” or “businesses” apply. An altogether more Machiavellian future of privateers on the edge of empires beckons.
Continue reading “Higher Education Studies”