Flexible Professionals

Adapting H.E. Roles for a Changing Environment

Dr James Howard

Centre for the Development of Learning & Teaching

Flexible Professionals

One strand of a unified response to the drivers that are currently shaping our institutional planning and practice.

Builds on the recognition that as the context in which H.E. professionals operate changes, so must our definition and design of their roles, the expectations we place upon them and the support and development we make available.

Increased focus on technology enhanced learning provides the central impetus behind the initiative and the platform for the proposed response.

Drivers

UoC

Professional

Distributed Campus

Culture change

Changing estate

Gateways

Peripatetic practice

Programmes

Partnerships

Practitioners

Vocational / WBL

H.E. Sector context

Competition

Reduced resource

New markets

Increased efficiency

New business processes

Funders priorities

Regional role

Change programme

Academic restructure

P.S. restructure

Business plan

Curriculum review

Modes of learning

eAdministration

TEL / Flourish

Course development

CPD / Enhancement

Flexible Professional Approach

FP approach currently has three elements:

• Agreeing expectations in relation to TEL

• Capturing and rewarding development and enhancement

• Engaging staff in ongoing conversation / continuous planning cycle

FP process focuses on:

• Supported self-audit at start of process utilising eportfolio (Flourish eCPD)

• 3 sets of competencies identified: threshold, accomplished, expert

• Competencies linked to responsibilities: T&L / Mentoring / Leadership

• Focus on developing critical mass and cascading expertise

• Supported by online support, communication and resources

Flexible Professional Approach

FP approach integrates with:

• CPD framework (UKPSF)

• PgCinLTHE

• Leadership & Management Framework

• Business plan and Academic strategy

• Appraisal process

• Review of JD/PS within restructure

• Estates development programme

• HR Strategy / workforce planning

Challenges

• Move beyond competencies: values, perception of role, professional identity

• Fully model the flexible professional approach in support / development

• Respond to diversity in staffing base

• Timing of initiatives and time to focus on them

• Respond to the shifting boundaries between learners and teachers

• Addressing structural issues, process, system infrastructure

• Balancing achievable goals with institutional aspirations

james.howard@cumbria.ac.uk