Northumbria University Dec 2008

1. 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

2. Context: the Institution • The strategy: Learning and Teaching Strategy 1999 - 2008 • The university:Post 1992 university – teaching intensivevocational – work based learning • The staff:Significant number of ‘researching professionals’ as well as ‘professional researchers’ Helen Gale University of Wolverhampton

3. 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

4. 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

5. 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 Differences: Ph.D. c.f. Prof Doc Helen Gale University of Wolverhampton

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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 Curriculum development In practice, not so distinct. However, curriculum centrality given to interaction of knowledge with the experiential context Helen Gale University of Wolverhampton

13. Curriculum development • ‘Advanced Education Research’ moduleAim = ‘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

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

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

16. 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 Helen Gale University of Wolverhampton

17. Reference • Gale, H. 2008. "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