Transcript Document
Shifting Identities, Blurring Boundaries: Changing Roles of Professional Managers in Higher Education Dr Celia Whitchurch Lecturer in Higher Education Institute of Education University of London Centre for Higher Education Studies Contexts • Large literature on academic identity • Limited understandings about professional staff identities • These tended to focus on: Roles/structures Increased specialisation to deal with eg legislative, audit and market demands Traditional view of ‘professionalisation’ as eg accreditation; continuous professional development; maintenance of standards 2 Focus of study •More nuanced account of: Diversity and mobility of professional staff Interpretation of roles by individuals Blurring of functional and organisational boundaries •Conceptual framework of identity: The way individuals position themselves vis-avis given structures A reflexive process or project requiring the active participation of the individual 3 Key findings •Professional identities more complex than implied by descriptions of roles and functions •People distinguish themselves by the way that they operate around organisational boundaries •Also evidence that: The boundary between professional and academic domains is becoming increasingly blurred A ‘third space’ is being created between the two 4 Identity Strains and Dispositions Identity Categories Characteristics ‘Bounded professionals’ Work within clear structural boundaries (eg specialist function, organisational location, job description) ‘Cross-boundary professionals’ Actively use boundaries and crossboundary knowledge for strategic advantage and institutional capacity building ‘Unbounded professionals’ Lack of awareness of boundaries; focus on broadly-based projects across the university, and contribute to institutional development ‘Blended professionals’ Dedicated appointments spanning professional and academic domains 5 The Emergence of ‘Third Space’ Professional Staff Generalist functions (eg registry, department/ school management) ‘Perimeter’ roles eg Outreach/study skills Specialist functions (eg finance, human resources) Access/equity/ disability ‘Niche’ functions (eg quality, research management Community/ regional partnership 6 Examples of Institutional Projects The Student Transitions Project eg Life and welfare Widening participation Employability and careers The Partnership Project eg Regional/community development Regeneration Business/technology incubation The Professional Development Project eg Academic practice Professional practice Project management Leadership/management development Multi-functional teams “The Higher Education Professional” ‘Perimeter’ roles eg Academic Staff Pastoral support Teaching/ curriculum development for non-traditional students Links with local education providers Teaching Research ‘Third leg’ eg public service, enterprise The ‘Higher Education Professional”? • Mixed backgrounds, academic credentials • Authority built on basis of own performance – “… what you are and not what you represent” – “… there’s no kind of authority that you come with” • Ability to use ambiguity of ‘third space’ to advantage – “Sometimes an academic unit, sometimes an office” •Portfolio careers/networks/partnerships, but – How to combine with mainstream experience eg line management, budgetary responsibility, so as 7 to achieve senior management role? An International Dimension: Australia • Higher numbers with master’s/doctorates than UK • Professional staff on time-limited contracts (up to 5 years) • ‘Project consultant’ roles (concurrent, part-time contracts) • Evidence of potential for third space, though not well-developed • Self-reliant, innovative approach by individuals to development of career pathways 8 An International Dimension: The United States •Higher numbers with master’s/doctorates than UK •Mainstreaming of ‘blended’ roles in eg offices of institutional research/student life •Applied research: “a parallel set of researchers” •Networks, conferences, publications •Office internships/in-house master’s programmes •Confidence/trust between professional and academic staff •More political environment (lobbying roles) 9 Indicators for the future? •Changing concepts of professionalism: – Less attention to boundaries – Project and team working – ‘Blended’ roles and identities – Partnership between professional/academic colleagues – Applied, practitioner research – Portfolio careers •Increase in trust between professional and academic 10 staff…?