Issue Number 82, Autumn 2015
INSIDE THIS ISSUE 2015 AUA Poland study tour A new government and what it means for AUA members Reflections on 34 years at Bristol University Writing a reflective statement Best practice in course evaluation The vital statistics of CPD
EDITOR’S INTRODUCTION Dr Giles H Brown FAUA, Editor Newslink
Decisions made by the UK Government have a major influence on both the managerial decisions made by HE institutions and the educational choices of prospective students. Dr Giles H Brown
FEATURED IN THIS ISSUE Page 1
Editor’s introduction
Page 2
Page 16
The 2015 AUA Poland study tour
Page 18
Chair’s column
Perspectives: A call for papers
Page 3
Page 19
A new government and what it means for AUA members
Page 6
Changes in HE—reflections on 34 years at the University of Bristol
Reflections on the role of regional co-ordinator
Page 20
Writing a reflective statement
Page 21
AUA Annual Awards Revolting students
Page 8
Leading a professional services internal mentoring programme
Page 10
Methods and motivations: insights into the reflective practices of higher education professionals AUA Good Practice Guide
Page 22
70:20:10—the vital statistics of CPD
Page 24
Implementing the new prevent statutory duty Scottish PA of the year
Page 26
AUA news
Page 28
Page 12
Upcoming AUA events
Page 14
AUA office updates
Q&A with Jon Baldwin
Best practice in course evaluation
Page 29
Universities may appear on the surface to be slightly detached from the world, both through the internal lens of, say, the lone scholar conducting thought experiments and sharing their ruminations through journals read only by their immediate peers and graduate students, and the external lens of the public. Despite the huge increase in student numbers over the past few decades the percentage of the UK population with a bachelors degree or higher (depending whose data you believe between 27% and 49% [see The Guardian, 2013 for a discussion of the data and Wikipedia, 2015 for a comparison with other countries]) is still less than those without. However,
as Steven Quigley highlights in his article in this issue of Newslink, economic (or political, depending on your viewpoint) decisions made by the UK Government have a major influence on both the managerial decisions made by HE institutions and the educational choices of prospective students. The latter has wide-reaching implications not only for our HE institutions but for society more generally. Since the ‘Conservative Manifesto 2015’ the Chancellor has announced three additional significant changes which further impact on the HE sector:
Change
Impact
From 2016–17 student maintenance grants (given to poorer students to help with their living costs) will be replaced with loans
+ve: more cash in a student’s pocket during their time at university -ve: £12.5k more debt; potential impact on participation as poorer students have to repay more, on average, over their lifetime; little actual saving to the UK tax payer, as few of the maintenance loans will be repaid. (Britton, Crawford and Dearden, 2015; Crawford, 2015 ).
Freezing of the threshold above which graduates will make repayments
+ve: will generate larger savings to the tax payer as this applies to all students who will start paying back their loans more quickly (Britton, Crawford and Dearden, 2015; Crawford, 2015).
Inflationary rises in tuition fees
+ve: more income for institutions -ve: early in 2015 UK inflation was at a record low of 0.0% (The Guardian, 2015a), and turned negative in the UK for the first time since 1960 in May 2015 (The Guardian, 2015b); unlikely institutions will apply fee freezes/reductions as well as increases; possible introduction of fee differentials by the back door.
These add further to the current complexity and uncertainty in
restaurant chain used to chop lemons at the start of their shifts,
the sector, but as Steven suggests will provide opportunities for professional services staff both in terms of career opportunities, but also (and importantly) in our contribution to the future direction and shape of HE.
which required them to interrupt activities central to their roles, wash their hands, clear space, clean up etc. Chefs in the same business spent all day chopping pizza toppings. Management decided that, henceforth, it would be more sensible for chefs to chop the lemons, saving time and hence making financial savings for the business. I’m sure there is a lesson for HE here relating to institutions empowering professional services staff to make decisions relating to their areas of responsibility,
Productivity, role differentiation, and trust On a different note, a possible lesson from the pizza industry (not something I get to say very often!) which goes something like this (Saragosa, 2015). Waiters in a well known pizza
education and training!
REFERENCES: Britton, J, Crawford, C, and Dearden, L (2015), Budget’s student finance proposals will reduce government spending on higher education, but will raise debt for poorer students and repayments for most graduates (www.ifs.org.uk/publications/7905)(accessed 21 July 2015) Crawford, C (2015), Institute for Fiscal Studies interview (BBC Radio 4 Today Programme, Broadcast 21 July 2015) The Guardian (2013), Most people in the UK do not go to university – and maybe never will (www.theguardian.com/higher-education-network/blog/2013/jun/04/highereducation-participation-data-analysis)(accessed 29 July 2015) The Guardian (2015a), UK inflation holds at record low of 0.0% (www.theguardian.com/business/2015/apr/14/uk-inflation-holds-at-record-low-of-00)(accessed 21 July 2015) The Guardian (2015b), UK inflation turns negative (www.theguardian.com/business/2015/may/19/uk-inflation-turns-negative)(accessed 21 July 2015) Saragosa, M (2015), Lemons help Pizza Express tackle the ‘productivity puzzle’ (www.bbc.co.uk/news/business-33318668)(accessed 21 July 2015) Wikipedia (2015), List of countries by 25–34 year olds having a tertiary education degree (https://en.wikipedia.org/wiki/List_of_countries_by_25–34_year_olds_having_a_tertiary_ education_degree)(accessed 21 July 2015)
Newslink Autumn 2015 - 1
FEATURE ARTICLE
CHAIR’S COLUMN
A NEW GOVERNMENT AND WHAT IT MEANS FOR AUA MEMBERS: MORE REGULATION, COMPETITION, REVIEWS AND ISSUES RELATING TO VISA-BEARING STUDENTS.
Tessa Harrison, FAUA, Chair of AUA and Director of Students and Education, Kings College London
Steven Quigley FAUA, AUA Trustee and Academic Registrar, Regent’s University London
Institutions can expect more regulation, more competition for students, more reviews, and an increasingly wellinformed student population.
At Board of Trustees level we are currently thinking about how we can broaden our knowledge and engagement of key players who we can influence about the role of AUA. Steven Quigley
Tessa Harrison
At the last Board of Trustees meeting in June we said a fond farewell to Matthew Andrews (AUA Chair, 1 August 2012– 31 July 2014) whose impact on building a sustainable future for AUA has been remarkable, and to Melissa Bradley who has been a tireless supporter of AUA at Kent University and who has championed the voice of members at trustee meetings over many years. We welcomed our new trustees Dawn Turpin AAUA (The Open University), Steven McAuliffe MAUA (University of Essex) and Chris Ince MAUA (SOAS, University of London). Steven Quigley FAUA (Regent’s University London) was reappointed to the Board for another term and finally we appointed Kathy Fowler from Aberdeen University as our ViceChair/Chair Elect from 1 August. I am delighted to be working with such a diverse body of trustees who, on your behalf and in partnership with our colleagues in the AUA Office, will be implementing the refreshed strategy to grow through relevance and engagement.
Now that we, once again, have a Conservative Government, AUA members may wish to consider the promises made in the ‘Conservative Manifesto 2015’. In this article, I take a look at the salient parts of the 2015 Conservative Party Manifesto relating to Higher Education. Firstly in terms of what the promises made by the Conservatives might mean for HE institutions and secondly what these promises might mean for AUA members. The promises from the Manifesto are shown below in italics. I have tried to interpret what each of these promises will mean immediately below each ‘promise’. “From September, the cap on higher education student numbers will be removed”. This promise implies that some institutions will use the
I want to use this column to talk briefly about Achieving
about how we can broaden our knowledge and engagement of
opportunity to grow. Those who choose to so do will face
Results—the CPD Framework defines this as being about
key players who we can influence about the role of AUA in the
accommodation, staff and resource issues, which on the
planning and organising workloads to ensure that deadlines
sector, and who can influence us as we develop our services to
surface looks fine because institutions face this dilemma year
are met within resource constraints and consistently meeting
support colleagues working in the HE sector. We are planning
on year. However, institutions are still struggling with the recent
objectives and success criteria. The AUA CPD Framework
new ways to recognise and engage with our AUA fellows and
shift of direct funding from the institution to students and, if
provides some really useful indicators about the sorts of
former chairs as important and influential members of the
student numbers increase rapidly across the sector then it will
observable behaviours we should expect to see. The following
AUA ‘family’. We will be working with our President to raise
be inevitable that funding will be cut and therefore those who
are the stand out ones for me thinking about how we collectively
awareness of what AUA does with our Vice-Chancellors and we
grow too quickly may find themselves in trouble both financially
take the AUA forward:
will be working with our strategic partners to build alliances and
and in terms of resources.
• taking personal responsibility—what can you do to grow AUA
create opportunities for embedding the AUA CPD Framework
through demonstrating its relevance and engaging others?
into more of our organisations.
• celebrating success—how and who should we be acknowledging as AUA champions at local, regional and
Ultimately however, Achieving Results is about knowing what’s
national levels?
important and about prioritising strategically aligned activities.
• evaluating success and disseminating lessons—are there
“Students will not have to pay anything towards tuition while studying, and only start paying back if they earn over £21,000 per year”.
For the first time in a long time we are in a position to be able to
payback until they have earned over £21,000 is supposed to make them worry less about the payback. Personally, I am not persuaded that this will make students less fearful about taking on debt that they may never be able to pay back so I see this as a positive promise.
“We will ensure the continuing success and stability of these reforms, so that the interests of both students and taxpayers are fairly represented”. If the government is ‘ensuring’ anything, in this case, success and stability of reforms, then that sends a message that institutions can look forward to tighter accountability measures and more engagements with government agencies or representatives.
“We will also introduce a national postgraduate loan system for taught masters and PhD courses”.
examples in your team/service/institution of good practice
start investing thanks to prudent management of our finances
Students already attend their degree programmes on the
that others could learn from via writing an article or running a
over the last few years. The Board of Trustees is clear that any
principle that they will repay the loan after their studies. For
session at conference or speaking at an AUA event?
investment we make needs to meet two objectives — raise
those students from backgrounds where debt is not an issue
This may mean opportunities for growth in the postgraduate
the profile of the AUA (engagement) and improve members’
then whether it is £17,000 or £21,000 will probably not mean
(PG) market for some institutions or it may mean a return
experience (relevance). Watch this space!
much. This promise is aimed at those students who come from
to earlier less predictable times for others in the PG market.
backgrounds where debt is feared and the postponement of
The provision of Taught Masters programmes may rise but
Another indicator is concerned with being knowledgeable about key players. At Board of Trustees level we are currently thinking
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we will encourage the development of online education as a tool for students, whether studying independently or in our universities”.
PhD courses remain an incredibly expensive and demanding proposition. Thus, institutions will probably need incentives from the government to deliver more PhD programmes.
“We will ensure that universities deliver the best possible value for money to students”.
The effectiveness of the Research Councils, and how they interact with each other are already under question through the review overseen by Sir Paul Nurse, so the manifesto promise
Again, this indicates tighter accountability measures and
of investing public money in the best possible way probably
probably more oversight/monitoring of quality of programmes.
indicates that the Research Excellence Framework (REF) will also be reviewed for effectiveness so as to ensure the funding
“…we will introduce a framework to recognise universities offering the highest teaching quality …”
of Science, Technology, Engineering and Mathematics (STEM) subjects and subjects identified as ‘at risk’. This is all in keeping with the earlier promises made in the Conservative Manifesto of 2010 so it is not a surprise.
If one says ‘highest’ then this implies the need to impose a
year degrees not necessarily because of predicted increases in
measure so that the ‘highest’ can be determined. One could
funding in this area but perhaps to protect against competition
ask what the definition for ‘highest’ will be and then appropriate
and predation from other nearby institutions.
measures may be drawn up to assess the criteria for being the highest. The assessment method may be some form of survey or observation; both methods will require significant resource and someone will have to pay for putting in an assessment framework. It is probably safe to assume that institutions will take the brunt of the cost and an agency (the QAA perhaps?) will
“…and require more data to be openly available to potential students so that they can make decisions informed by the career paths of past graduates …”
be expected to bring in the framework. Therefore this promise implies more regulation and more cost to the institution. How
This promise reinforces the economic notion that to create a
the recognition of highest teaching takes place, in the form of
real market you have to engender competition for students
an output, is also an interesting question; this will probably be
through the provision of ‘real’ information. This implies more
through a league table. Perhaps the recognition may appear on
emphasis on Part C of the Quality Assurance Agency’s Quality
the Unistats website? I suppose we shall have to wait and see.
Code (QAA, 2015) and a push for further consumer legislation being championed by the Competition and Markets Authority
“…encourage universities to offer more twoyear courses…”
and other government departments. This also indicates that institutions can expect a review of the current Destination of Leavers in Higher Education survey and no doubt more work!
Whether universities take this up or not is questionable. It is not about the money; it is about an academic belief in an educational philosophy in the delivery of the student experience. The argument is simple: you cannot cram three years into two years of study as this does not allow time for critical thinking to be developed by a student. Time, the argument suggests, is necessary for intellectual growth and development. Some providers already provide twoyear degrees so they have already dismissed the argument. However, setting the academic argument aside, some institutions may reconsider their philosophical position on two-
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“We will reform the student visa system with new measures to tackle abuse and reduce the numbers of students overstaying once their visas expire. Our action will include clamping down on the number of so-called ‘satellite campuses’ opened in London by universities located elsewhere in the UK, and reviewing the highly trusted sponsor system for student visas. And as the introduction of exit checks will allow us to place more responsibility on visa sponsors for migrants who overstay, we will introduce targeted sanctions for those colleges or businesses that fail to ensure that migrants comply with the terms of their visa”. So, some institutions can expect the closing down of their satellite campuses, some institutions who may be
“We will ensure that our universities remain world-leading” and “We will maintain our universities’ reputation for world-class research and academic excellence. Through the Nurse Review (2015) of Research Councils, we will seek to ensure that the UK continues to support world-leading science, and invests public money in the best possible way. And
contemplating opening London campuses may wish to think again, and some can expect unknown outcomes of a review of the highly trusted sponsor system for student visas. In addition, those institutions that do recruit visa-bearing students
will somehow be expected to ensure that those students then leave the country after they have completed their degrees! Surely this latter proposition is unworkable; can you imagine how a graduation ceremony might be designed? Straight off the stage and onto a bus to the airport for deportation! It will be interesting to see how legislation develops in this area but in the meantime institutions would be well advised to raise this latter issue with their new MPs at their earliest opportunity! In summary, institutions can expect more regulation, more competition for students, more reviews, and an increasingly well-informed student population. Institutions would be well advised to think about what the ‘student experience’ will look like under this newly forming backdrop and to take appropriate pro-active measures so as to ensure their ability to remain as viable educational business establishments continues.
What does all this mean for AUA members? Some of this analysis implies there may be a greater call on universities to do more with less and some of the Conservative reforms, which if delivered, may mean that institutions may have to make cuts. However, to quote a slide from Julie Lydon (Vice-Chancellor, University of South Wales), one of the final speakers at the 2015 AUA Annual Conference and Exhibition in Nottingham: “Never waste a good crisis”! Where there is more review and regulation this implies that there will be an increasing need for jobs in that area so opportunities to be had by members. Is it time to reconsider your career? If it is, then attending events run by the AUA will help you in your preparation for an application, both through networking and skills/knowledge enhancement. For those interested in regulation, then quality-type events will be of interest. For those interested in competition, then events geared towards admissions, marketing or communications may be of interest. Newslink, Perspectives and Good Practice Guides are all available under the resource button in the Member’s Area of the AUA website and can help members in reflecting upon their current positions. If you have forgotten your membership login and would like to access membership resources then please contact the AUA office at aua@aua.ac.uk.
REFERENCES: Conservative Party Manifesto (2015), https://s3-eu-west-1.amazonaws.com/manifesto2015/ConservativeManifesto2015.pdf (accessed 14/07/15). Conservative Party Manifesto (2010), https://www.conservatives.com/~/media/Files/Activist%20Centre/Press%20and%20Policy/Manifestos/Manifesto2010 (accessed14/07/15) Nurse Review of Research Councils (2015), https://www.gov.uk/government/consultations/nurse-review-of-research-councils-call-for-evidence (accessed 08/05/15). QAA UK Quality Code for Higher Education (2015), http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-c (accessed 14/07/15).
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FEATURE ARTICLE CHANGES IN HE—REFLECTIONS ON 34 YEARS AT THE UNIVERSITY OF BRISTOL Petra Armitage-Smith, formerly Assistant Secretary, Alumni Relations Officer and, latterly, Assistant Registrar, University of Bristol
academic-related (to which administrative staff belonged),
The introduction of tuition fees marked a change in the relationship
technical, secretarial and clerical, and manual, with men
between universities and their students and a shift towards a – not
dominating the first two and women the third. As equality
always helpful – view of the student as a ‘customer’. Certainly
issues came to the forefront across society, attitudes changed
students are now more ready to complain when something
and eventually these rigid staffing categories were abolished,
goes wrong, and universities have had to respond by developing
with the University adopting a single spine for all support
more student-friendly complaints and appeals procedures and
staff posts, all of which were evaluated against a single set of
by articulating more clearly exactly what students are entitled to
criteria. This, together with the changes in the nature of the
expect and what in turn the university expects of them.
work carried out, as well as more flexible working practices,
In Issue 81 of Newslink, Liz Buckton reflected on her 21 years at the University of Sheffield, and the key role the AUA has played in supporting administrative staff as they adapt to the ever-changing demands of the HE sector and the move towards a more managerial culture. As a companion piece, here are my thoughts and reflections on some of the changes I experienced during nearly 34 years at the University of Bristol.
were fiddly Tippex sheets, typewriter erasers or evil-smelling
provided many opportunities for career advancement, and at
stencil correction fluid (does anybody else remember the
the University of Bristol women now predominate, at least in
Roneo stencil machines for making multiple copies?) – a far cry
the junior and middle ranks of ‘professional services’ staff, with
Changes in society and the external environment more generally
from the handy computing editing tools we rely on today.
representation at the most senior levels increasing all the time.
Constant changes in government funding and in many other
Since then we have experienced a revolution in office
Since the start of my career, whole new branches of
protection and safeguarding, have forced universities to become
technology, in communications and in information management,
administration have also come into being, reflecting changes
more flexible, nimble and creative, to cut out waste, and to seek
not to mention the creation of the World Wide Web.
in society and the context within which universities operate.
efficiencies in all areas of operation. Developing other sources
Administrative staff now have a whole host of tools at their
Examples include alumni relations and fundraising, conference
of income, and becoming more entrepreneurial, has been one
disposal. All this has had a profound impact on the nature of the
and hospitality management, legal services, space and asset
strand. Maximising income from government has been another.
work carried out. Tedious tasks can now be done in a fraction
management, disability services, student funding advice and
For a while, huge efforts were devoted to maximising scores in
of the time (how many hours were spent analysing paper
outreach work in the local community. I suspect that a review
successive research assessment exercises, to the detriment, at the
questionnaires or ringing round people to fix up meetings?),
of all the AUA conference sessions offered each year would
time, of other important areas of university activity, but the balance
Changes in office practice, due largely to technological innovations,
and different kinds of work can be done and shared easily with
provide a rich source of evidence of all the new trends as they
has now been redressed to a large extent. Allocating resource to
have helped to erode many of the previous distinctions between
colleagues. With senior and junior staff all having access to the
emerged. The creation of more specialist posts has led to the
best effect across the institution remains a constant challenge.
administrative and secretarial/clerical staff and have provided
same tools, and with new skills becoming embedded at all levels
demise of the more ‘generalist’ posts which were common
more career opportunities, particularly for women.
in an institution, the way that work is carried out, and who does
when I started, and may possibly result in career progression
Some things don’t change, however, and what I shall miss
what, has had to be rethought and reorganised. Out of all this
issues for these specialist staff further down the track.
most are:
policy areas such as equality, access, immigration, disability, data
It seems laughable now, but when I first started as an
has emerged a new more managerial culture, with a raft of new
Administrative Assistant the only item of equipment on my
organisational units and job titles.
• The buzz of working in an institution of higher education, surrounded by so many young people (and, increasingly,
went via a switchboard operator. Administrators relied entirely
Another fact that seems extraordinary now is that when I first
Changes in student expectations and the notion of the student as a ‘customer’
on secretarial and clerical staff to type (on manual typewriters!)
started I was one of only two women administrative staff in
Changing student expectations have been a major driver for
letters and memos for their hand signature, fix meetings,
the central administration. Even in the Personnel Office all the
change in many areas. Huge investment has had to be made, for
file paperwork, and so on. A high standard of accuracy was
managerial and administrative posts were occupied by men.
example, in improving standards of residential accommodation
individual students, to prevent them getting lost in a ‘mass’
required of typists, as the only means of correcting mistakes
In those days, there were four categories of support staff:
(providing en-suite facilities, larger beds, more self-catering places).
higher education system.
desk was a telephone, and in those days all calls in and out
PROFESIONAL STUDIES AND HIGHER EDUCATION REVOLTING STUDENTS Matthew Andrews FAUA, Academic Registrar and Director of ASA, Oxford Brookes University
Students have perhaps always been unruly. Students in Scotland, however, have often tended more towards open revolt than their counter-parts elsewhere in the UK. Matthew Andrews
6 - Newslink Autumn 2015
older ones as well!), eager to learn, and to enjoy life outside the classroom, and by academic staff advancing knowledge in a huge range of disciplines; and • The efforts made by colleagues across the board to support
The atmosphere of reform in the years following Waterloo
grievance against the Professors for not teaching a full hour
encouraged one such revolt at Marischal College (which had
for lectures: the cause of their embarrassing failure was
not yet united with King’s College to form the University
clearly inadequate teaching, they argued.
of Aberdeen we know today). Although they had the right to elect the Rector, the College students had become
Hume took up the case, and held a Rectoral Court of Inquiry,
accustomed to accepting the nomination of the Professors.
for the first time in almost a century. Although Hume did
Determined to prove a point, in 1824 the students elected
not find in the students’ favour, the public meeting gave the
Joseph Hume, the local MP who represented the radical
students a jolly opportunity to witness their professors being
left—a contender for being the Jeremy Corbyn of his day.
reproved by the Rector for lack of punctuality.
The new Rector soon had a cause to take up. Until 1825,
How much easier might life have been for those students,
Marischal students enjoyed a relaxing MA examination where
with the apparatus of Key Information Set and National
both the questions and the answers were dictated to them.
Student Survey behind them, the power of the Competition
But the spirit of reform griped even the College authorities
and Markets Authority to support their claim, and the Scottish
who instituted actual examinations and promptly failed five
Public Services Ombudsman to whom they could have
students who could not answer even the simplest questions.
referred their complaint? Perhaps the mechanism changes,
Now on the counter-attack, the failed students took out a
but the arguments can seem more than a little familiar.
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PROFESSIONAL DEVELOPMENT LEADING A PROFESSIONAL SERVICES INTERNAL MENTORING PROGRAMME: BUSINESS NEEDS AND STAFF ASPIRATIONS Linda Hudson MAUA, Faculty Projects and Staff Development Manager, University of Sheffield
Evidence from the private sector indicates that coaching and mentoring topped the formal processes used as the No.1 development opportunity. Linda Hudson
Historically, mentoring and coaching may have been perceived as activities which benefit individuals more than they benefit organisations. However, findings by the Institute of Leadership & Management (‘Creating a Coaching Culture’ [May 2011]) established that more organisations use coaching to focus on business and workplace skills than on personal skills.
The Sheffield Professional
highlighted some interesting points. Participants shared
• Creating a common purpose and helping to break down
milestones, challenges and opportunities on the journey of
boundaries • Creating a shared understanding of how we should be doing things • Creating a working environment based on mutual respect, trust and team spirit
developing a coaching culture. A clear message to emerge was the importance of top-level institutional support in developing in-house approaches. Additionally, a focus on developing coaching capability is crucial to deliver coaching consistently and effectively at all levels.
Current and constant challenges
Is it the right thing to do?
The 2014/2015 programme saw further expansion across all five
The rapid roll out of internal coaching and mentoring
faculties of the University—Arts and Humanities, Engineering,
programmes is not exclusive to the HE sector. Evidence from
Medicine, Dentistry and Health, Science, and Social Sciences
the private sector indicates that coaching and mentoring topped
with 130 applications and around 70 partnerships.
the formal processes used as the No.1 development opportunity in making the most of potential talent within an organisation
Coaching and mentoring programmes are now being developed as key approaches for the realisation of business objectives. At the University of Sheffield a range of mentoring programmes have been developed. The ‘GROW programme’ has been designed and implemented by faculty managers for professional services staff. Supported by Faculty Directors, it has a dual focus on individual development and business need delivery.
There are a range of constant challenges in operating an in-house
(‘The 2015 Best Companies for Leaders—GE returns to the top
programme on this scale, including resources (staff time), data
… again’, Chief Executive Magazine, April 2015).
storage and efficient communications. A significant challenge is achieving support and CPD for internal mentors. Streamlining of
Surveys conducted by the Hay Group on Best Companies for
processes was achieved through participation in a beta testing
Leadership 2014 also saw mentoring gain prominence, with
pilot for mentoring data storage using a specifically designed
over two-thirds citing it as a key development tool.
web platform. This was led by St Andrews University and
The GROW Programme, University of Sheffield
Behaviours and values
The impetus to develop in-house mentoring in the Faculty of
Recognising the need for personal responsibility in career
Medicine, Dentistry and Health (MDH) at the University of
development as the role of professional services in universities
Sheffield was staff-led. Aspirations included:
has developed and become more diverse, the GROW
• Career development and progression
programme focuses very much on encouraging staff to find out
• Job satisfaction
about other roles, departments and areas of work whilst gaining
• Up-skilling
confidence through networking.
includes over 30 HE institutions. This provides further testimony
Although the achievement of sustainable programmes remains a
to the increasing use and popularity of mentoring and coaching.
challenge, we firmly believe it is the right thing to do. Without it we would see a detrimental impact on business goal delivery, staff
The 2015/2016 GROW programme will expand further to
retention, sharing good practice, building networks, and a lack of
include a department from central professional services—
opportunity to explore career options across the organisation.
Research and Innovation Services. We look forward to this expansion and to examining the benefits.
Recognition The GROW Programme was recognised in a national THE
• Transfer of competencies from one person to another The original Medicine, Dentistry and Health programme
Institutional strategy
was developed as part of an AUA CPD behaviours project
Sustainability and institutional strategy for professional services
Simultaneously, colleagues in the Faculties of Engineering and
on implementing the CPD Framework to “utilise the AUA
mentoring remains a live question. We currently operate a
“A proactive approach to staff development that has produced
Science developed an in-house scheme for technical staff with
professional behaviours in developing standards for the senior
range of schemes covering students, researchers and female
clear results”
the aims of breaking down departmental and faculty barriers and
managers and support staff within the Faculty of Medicine,
academics, each receiving dedicated resource. Coaching and
Matthew Andrews FAUA, Academic Registrar at Oxford
ensuring succession planning to address issues associated with
Dentistry & Health and to embed a culture of CPD across all
mentoring development for staff as well as students features
Brookes University and THELMA lead judge.
an ageing workforce. Both programmes benefited from centrally-
categories of support staff”. The project outcomes have been
highly in many Institutional Strategic Plans across the sector.
provided institutional training in mentor/mentee matching.
presented at several regional and national AUA conferences.
Exactly the best way of resourcing and organising these
“The successful professional mentoring scheme GROW
programmes still requires exploration.
extended across all faculties demonstrates great innovation in
Following successful implementation and review, the two
At the same time, the programme objectives and outcomes
mentoring programmes were brought together into one
aligned closely with new institutional frameworks of values:
(future-proofing)
programme spanning all professional services staff in the three Faculties, aptly named, the GROW Programme. Staff
The Sheffield Leader
engagement doubled when the programmes were amalgamated
• Creating a community of leaders
in 2012/2013 resulting in 46 mentoring partnerships.
• Supporting each other and the executive to solve problems
Leadership & Management Winning Award in 2014.
leadership, culture, communications and development which A recent coaching event at Bournemouth University (May
supports the vital work of teaching and research”
2015), organised through the Staff Development Forum*,
Sir Keith Burnett, Vice-Chancellor, University of Sheffield.
*The Staff Development Forum (SDF) is a not-for-profit charitable organisation, representing and working with staff and organisational developers in Higher Education (HE) to enhance the efficiency, effectiveness and organisational performance of the sector and its workforce. Founded in 2004, and financially supported by the Leadership Foundation, the SDF is a nationally recognised and regionally representative network.
and generate fresh ideas
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Newslink Autumn 2015 - 9
PROFESSIONAL DEVELOPMENT METHODS AND MOTIVATIONS: INSIGHTS INTO THE REFLECTIVE PRACTICES OF HIGHER EDUCATION PROFESSIONALS Dr Neil Raven, Educational Consultant
on spare pieces of paper. For one practitioner the recording
of confidence in being able to perform one’s role. More
option on their mobile phone was, on occasions, also employed
specifically, reference was made to reflective practice
for the same purpose. However, for all three, the reflective
enhancing the ‘ability to question’ and make connections, and
process did not merely involve ‘collecting ideas in one place’.
of helping to assess and then improve presentational skills
Rather ‘some element of sorting by theme and subject was
and those associated with committee work, and of nurturing
also involved’ (Raven, 2014). In two cases this meant assigning
‘greater self awareness’ and, by this means, contributing to
individual folders to particular projects or tasks. The reflective
improved management and leadership skills (Raven, 2014).
process also involved revisiting files and, in some instances,
Finally, whilst time was required to engage in reflective practice,
reclassifying them with gaining of new insights.
all were certain of the net gains. In this respect, reference was made to the opportunity it afforded to ‘think things through’,
Volunteers were sought who would be prepared to talk to me about how they reflect upon and learn from their work-based experiences.
How might we explain such variations? Cooper and Stevens
‘to take a ‘longer view’, and to ‘stress test ideas’. However,
(2006) provide a convincing answer in suggesting that such
perhaps the most salient response came in the form of a
practices can be described as ‘naturalistic’ and ‘developed to fit
suitably reflective reply: if you do ‘not reflect how [are you
each practitioner’s circumstance’. Accordingly, in explaining their
going to] do better and improve, individually, as a team, [and] as
reflective approaches, the practitioners interviewed talked about
an organisation?’ (Raven, 2014).
a process of ‘trial-and-error’—of trying out different methods until
Neil Raven
In a previous Newslink article (Raven, 2011a) I explored the idea of reflective practice, whereby reflecting upon workplace experiences affords a way to identify and develop knowledge, skills and practices. As evidence of its potential I drew upon my own experience of using a reflective diary. The article also suggested a structure for diary entries that could help facilitate the reflective process, commencing with a description of the selected event(s), before reviewing what went well and not so well and why, and then identifying the learning to derive from this (Raven, 2011b). However, I was also interested to find out about the methods
reflective conversation. Here, one of the interviewees talked
used by others who practice some form of reflection. Despite
about asking a contact whether she could ‘have a chat’ about a
a growing recognition of the value of reflection in professional
particular subject (Raven, 2014). In addition, there was evidence
development, empirical studies of reflective practices adopted
of choosing who to approach, based upon an individual’s
in the workplace are few and far between (Gray, 2007). Yet
knowledge and who was likely to ‘provide the best response’ to
there are clear benefits in finding out more, since not everyone
a particular issue (Raven, 2014). All those who were approached
is likely to want to keep a reflective diary, let alone adopt a
were judged to be ‘trustworthy’, whilst the interviewees
standard structure for entries. So, volunteers were sought who
also talked about the ‘iterative nature of conversations,
would be prepared to talk to me about how they reflect upon
with the same individuals being returned to in order seek
and learn from their work-based experiences. Nine practitioners
further feedback’. Moreover, the ‘reciprocal’ nature of these
came forward, all of whom worked in higher education and
arrangements was acknowledged, with the interviewees taking
all were either in professional services or had a significant
their turn to act as sounding boards for contacts (Raven, 2014).
administrative aspect to their role. Each was interviewed using a semi-structured approach. This involved using a set of open-
The second method of reflective practice adopted by three of
ended questions prepared ahead of the interview but which
the other practitioners was based upon notebooks. Notebooks
could be added to during the conversation in order to ‘seek
were preferred to computers because of the time consuming
clarification and pursue particular lines of enquiry’ (Raven, 2014).
nature of switching on and logging in, as well as the more ‘userfriendly’ feel of paper. In addition, in all three cases there was
Whilst in a number of important details the approach taken by
a structure to entries, which were not merely descriptive but
each practitioner was distinct, it was, nevertheless, possible
comprised ‘some form of interpretation’, or effort to understand
to identify three distinct methods of reflective practice.
the subject or experience (Raven, 2014). Moreover, entries
Moreover, three practitioners used each method. The first of
would be revisited and their content reviewed.
these involved engaging others in what can be described as
alighting on the one that best fitted them (Raven, 2014).
This short article has attempted to distil some of the key points that emerged from a larger study. I would be very happy to
However, whilst the methods that each came to favour
provide further details of this work to colleagues, and to discuss
varied, all were convinced of the value of reflective practice.
the potential application of these findings.
Here mention was made of the process instilling a sense REFERENCES: Cooper, JE and Stevens, DD (2006), Journal-keeping and academic work: four cases of higher education professionals, Reflective Practice, 7, 349-366. Gray, DE (2007), Facilitating management learning. Developing critical reflection through reflective tools. Management Learning, 38, 495-517. Raven, N (2011a), Identifying and improving management competencies, Newslink, 68, 10. Raven, N (2011b), Making Experience Count: the reflective diary and continuing professional development. In Jones, P, Storan, J, Hudson, A and Braham, J (Eds.) Which Way Now to Widen Participation: Lifelong Learning, Economy and Society (Forum for Access and Continuing Education: London) 51-60. Raven, N (2014), Assessing an approach to the capturing and sharing of work-based learning with a focus on improving practice and provision, Research in Post-Compulsory Education, 19 (2), 119-131.
Dr Neil Raven is an independent research and evaluation consultant with over 18 years of experience in the development, management and evaluation of educational projects and programmes. E-mail: neil.d.raven@gmail.com. Web: www.neilraven.co.uk
PROFESSIONAL DEVELOPMENT AUA GOOD PRACTICE GUIDES GOOD PRACTICE GUIDE NO 40: EMOTIONAL INTELLIGENCE BY JAMES CRAIG The latest AUA Good Practice Guide will enable readers to gain an understanding of emotional intelligence, and how it differs markedly from conventional meanings of intelligence. Understanding emotional intelligence, together with critical selfreflection, is one way in which people can learn to adapt and become more effective in their inter-personal relationships. This will then hopefully enhance job performance, leading to greater job satisfaction and general well-being. Emotional Intelligence by James Craig will be available on the members area of the website from October 2015.
‘reflective conversation’ (Gray, 2007). In most cases, these
Although also constituting a ‘written form of reflection’, the
conversations took place in person, although one of the
third approach centred upon the use of files or folders (Raven,
practitioners also talked about holding such conversations on
2014). These were either paper-based or electronic in form. In
If you have a wealth of practical experience that you’d like to share with the AUA community, then authoring a Good Practice
the phone. However, in all three cases the practitioners referred
either case they were used to collect reflective thoughts that
Guide could be for you. Please contact Kim Mellor at the AUA Office (kimberley.mellor@aua.ac.uk) to express your interest.
to approaching people with the intention of engaging in a
had originally been captured in notepads, on post-it notes, or
10 - Newslink Autumn 2015
Newslink Autumn 2015 - 11
What is your biggest professional achievement? and...biggest regret?
Jon became Managing Director, Market Development at Tribal Group plc in May 2014
Well, I’m still working in a senior role after some 19 years
What advice would you give someone starting out in higher education management and administration today?
and is a member of the Executive Board, having joined Tribal after an extensive career in
as a Registrar/DVC. I’m proud of creating a Registry in
Be patient, experiment earlier and don’t be afraid to make mistakes.
Tertiary education. From January 2012 until April 2014, Jon was Deputy Vice Chancellor
Wolverhampton, building a Professional Services culture at
(Professional Services) at Murdoch University in Perth. Prior to his appointment at
Murdoch and my role in the creation of the new University of
Murdoch, Jon spent almost eight years as Registrar at the University of Warwick. He
Manchester. Some eight years at Warwick were full of large
was Secretary and Registrar at UMIST from 2000 to 2004 and Registrar at the University
and small moments of satisfaction and triumph.
Q&A WITH JON BALDWIN
of Wolverhampton from 1995 to 2000. He has also held management, teaching and
What is an undergraduate degree worth? If you embrace it for all it can be, going to university is a wonderful experience; life-enhancing and potentially life-changing.
administration posts at Queen Margaret College, Edinburgh and Lancashire Polytechnic,
In terms of regrets, I’m sorry I didn’t write the book about the
as well as teaching at the Open University and in Further Education and publishing papers
‘Manchester merger’ or Warwick’s consideration of opening a
and articles on a wide range of education-related topics. Jon is past President of the
campus in Singapore. Also, whilst I spent some time in the US
What advice would you give to someone thinking of going to university in 2015?
Institute of Chartered Secretaries and Administrators (ICSA), an Associate of the National
as a young administrator, I did turn a permanent role down and
If going feels like hard work or just because you should, give it
Health Institute for Innovation & Improvement, a member of the Executive Committee of
sometimes wonder what might have been.
a miss.
What are the pressing issues for higher education over the next five years?
What keeps you awake at night?
the Association of Heads of University Administration (AHUA), a former member of the Executive Committee of the Association of University Administrators (AUA), and has previously been a School and Further Education College Governor. He is a regular conference speaker and contributor to national and international debates.
What does your role involve? I’m a member of the Company Executive Board with direct responsibility for Sales, Marketing and Business Development in HE, Vocational, Work-Based Learning and Schools/Local Authorities. A global role which sees me on the road each week either in the UK or internationally.
What do you see as the most important aspect of your role as Managing Director, Market Development, Tribal Group plc?
What are your biggest challenges over the next six months and how will you tackle these issues?
I think HE is caught between the collective and the individual. To navigate the new policy arena and take advantage of, for example, the proposed Teaching Excellence Framework, calls
University management to the private sector. Many of the
Mission Group allegiance perhaps contribute to an emulation
I have an irrational attachment to Manchester United Football
behaviours and approaches that worked for me in the sector
not innovation culture.
Club. Four season tickets in the family forever but I must admit to a growing detachment from everything that the English
work well in Tribal but I have had to learn and develop new skills and immerse myself in a very different culture. It’s great to keep learning in more mature years…!
What are your thoughts on the current UK HE sector? It still stands out internationally and there is much to be proud
Working with people; whether it’s staff or customers. Building relationships and so securing trust is essential. Keeping
Remaining patient in the face of laziness, expectation and a
promises and being honest, realistic and pragmatic.
sense of entitlement.
What has changed most in higher education in the past ten years? Well we’ve moved from public to private, from student to
What are your short/long-term ambitions for the role?
What is the best piece of advice you have ever been given?
We have strong, market leading positions with a number of
In my early career, I praised a senior colleague having been
our products and the maintenance of that position is vital in
mightily impressed by his handling of a very difficult meeting
I also think there are less characters around these days, folk
the short and medium term. Long term we want to grow
(I was the Secretary to that Committee). He simply said in
who take a chance, offer alternative views and who aren’t afraid
our international customer base building on our progress in
response “You’ll do it one day”. My confidence soared – he had
to be different. That’s a pity.
Australasia in particular where we now have some 300 staff.
seen something in me that I hadn’t seen in myself.
consumer, with an ever increasing emphasis on the economic utility on the value of a Higher Education.
As a member of the Association, what are your thoughts on the AUA?
your role?
How do you balance the demands of your day job with your additional work-related activities?
The best thing is the people. I don’t like the language of ‘worst’
There are 24 hours in every day, no more, no less, for everyone.
speaks for colleagues at all levels. It has a special place in the
but the most challenging is the dispersed nature of the company.
I think I use mine very effectively.
HE administrative and managerial landscape and many of us old
I’m proud of having made a successful switch from the HE
Its longevity is its badge of honour and it still appeals to and
timers have much to thank it for.
In the UK for example we have offices from Hessle to Norwich
What are you most proud of having achieved in your career so far?
at a fancy dinner...
What do you do for fun?
of. I just wonder if that breeds a little bit of complacency….
and that makes for some interesting management challenges.
plane or a train is a good sleep interrupter as is too much wine
for boldness, inventiveness and innovation. But Sector and
What has been the most challenging thing you have faced in your professional life?
What are the best and worst things about
I have always slept well but not for long. A fear of missing a
Did you map out your career early on or has it been accidental?
Premier League has become. I have been an ‘owner’ of FC Utd of Manchester since its creation in the wake of the Glazer takeover of MUFC.
Tell us about a book, show, film, play or work of art you love? I can’t be the only one who has a somewhat sceptical view of those ‘books I’m reading’ columns – ‘books I think I ought to be seen to be reading maybe….’. I have always returned to Catch 22 by Joseph Heller, just because I have…
Who would you invite to your dream dinner party? I have been fortunate to meet a number of world and celebrity figures over the years, something else I owe to a career in HE. I had a short conversation with Elvis Costello once and would enjoy sitting down for dinner with him.
If you hadn’t followed a career in higher education management and administration, what do you think you would you have done? Who knows? I began as a trainee buyer in retail company and
I didn’t wake up at age 16 certain I wanted to be a university
In what way has your AUA membership been of most benefit to you?
Registrar! …but I have always been a good organisational
I’m back to people. So many friendships, so many networks, so
watcher and listener and, I think, a taker of opportunity.
many memories.
that could have continued. In the early 80’s there was space to play, space to experiment. Less pressure perhaps.
Is there anything else you would like to tell us? Plenty. But I’d get in trouble, so I won’t.
sector to the private sector.
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FEATURE ARTICLE BEST PRACTICE IN COURSE EVALUATION Eric Bohms, Managing Director, Electric Paper Ltd.
Whilst qualitative data capture is valuable, it does not go far enough in meeting the expectations of the internal and external stakeholders in HE. Eric Bohms
based questionnaires are a safe and trusted approach for use
within the student records systems as well as from institutional
in creating a baseline policy and data reporting information,
reporting mechanisms. Business Intelligence and fast and clear
and for informing the transition to online methods (see Smith
visibility, focused on key performance indicators (KPI’s), are
and Morris [2011], p. 7, regarding improving response rates).
providing an ever more informed executive team with valuable
It is important to be mindful that there are many stakeholders
resources to make strategic decisions. This change in focus
concerns that must be addressed and IT systems that must
is putting pressure on administrative teams and IT resources
work seamlessly for online module evaluation to work properly.
to provide a validated baseline and joined up IT infrastructure. Closing the loop no longer means providing students feedback
(b) Social Media The Kennedy (2015) Report finds social media is now a factor in how students themselves evaluate and feedback to universities, which raises the question ‘is this something that
Eric has over 19 years’ experience of working in the software sector. Before setting up Electric Paper Ltd in 2009, he held a number of national and international roles across sales, marketing, operations and projects as well as setting up Cardiff Software Ltd in 1996. Eric gained a Masters of Science in Technology & Innovation Management at John H Sykes School of Business, University of Tampa and a Bachelor of Arts degree in History at University of San Diego. He is passionate about the HE sector and has specialist knowledge of HE policy and processes involving student experience. He has also specialised in disruptive technologies, new product development, knowledge management, survey design and deployment, and testing and assessment.
should now be incorporated into course and modular evaluation practices’? Clearly social media in this context poses a new and strategic reputational risk for HEI’s. As an example, in the US there are academics that actively push their students to provide feedback on their teaching on the social media site ‘ratemyprofessors.com’. This example is not unique, with new sites popping up all the time, making social media more important than ever. However, such tools are not perfect (see, for example, Legg and Wilson, 2012). I would argue that HEIs must monitor their own teaching quality internally through course evaluation and programme level surveys in order to both protect the reputation of the institution and the reputation of their academics.
on survey results; it also means that modular feedback results are now being included in a wider data driven loop to better inform department, faculty and executive management. However, this has the potential to impact on faculty and department autonomy, meaning it is more important than ever to create policy in regards to defining data visibility and business rules meant either for the department, faculty or the institution. As the HEFCE Quality Assessment Review consultation on future approaches to quality assessment in England, Wales and Northern Ireland moves forward, setting out proposals for future approaches to quality assessment, the writing on the wall is clear; quantitative data integrity and how its managed underpins enhancement and assurance systems. Whilst qualitative data capture is valuable, it does not go far enough in meeting the expectations of the internal and external stakeholders in HE. It is important to proactively develop systems around fast moving
As the sector responds to the HEFCE Quality Assessment
One of the overriding observations in the report is a need for
Review (HEFCE, 2015) on future approaches to quality
sector-wide collaboration in the area of student evaluation,
assessment in England, Wales and Northern Ireland, it is
which makes the HEFCE consultation on quality assessment a
important to consider this in the context of how this meshes
timely exercise. There are, however, still many debatable points
(c) More centralised form of course and modular evaluation
with other fundamental political, structural and regulatory
relating to this area of our activities and I aim to cover these in
It is clear that analytics, and learning technologies in general,
the sector and sometimes within the HEI’s themselves, as to
changes affecting the HE sector. Rises in tuition fees, additional
this and a subsequent article in Newslink.
are becoming the norm requiring better data handling, both
what all this means.
the imminent lifting of the student numbers cap, coupled with
(a) Paper vs. Online
on-going governmental and policy changes have kept the sector
In regards to course or module evaluation the Report suggests
in a state of flux. In response to this volatile and ever changing
that all participants were in agreement that on-line methods
REFERENCES Hefce (2015), review of quality assessment (www.hefce.ac.uk/reg/review/)(accessed 22 July 2015) Kennedy, J (Ed.), Breaking down the barriers – how to deliver best practice in HE course evaluation (Electric Paper Ltd.: London), 12pp. Leg, AM and Wilson, JH (2012), RateMyProfessors.com offers biased evaluations, Assessment & Evaluation in Higher Education, 37(1), 89-97. Smith, P, and Morris, O (Eds.)(2011), Effective Course Evaluation – The Future for Quality Standards in Higher Education (Electric Paper Ltd.: London), 14pp.
environment, monitoring and evaluating student attitudes has
provide quick and easy survey administration, which is key.
become absolutely imperative.
However, for most HEIs, adopting on-line surveys invariably
requirements for assessing engagement, learning or student outcomes, and perceived learning, as well as providing ways to benchmark at modular level and programme level. However, we see huge variety of opinion as well as interpretation, both within
international students, changes to student visa policies, and
led to a drop in participation, which calls into question the Electric Paper regularly commissions research reports looking
entire exercise. So can this be remedied? The good news is
into the importance of course and modular evaluation at
that we are seeing, for the first time, that some institutions
universities, and how these fit in with this constant context of
are able to successfully engage with course evaluation using
change. The most recent research ‘Breaking Down the Barriers
online surveys. However, this approach is not universally
– How to Deliver Best Practice in HE Course Evaluation’
recommended, as there are multiple factors that go into
(Kennedy, 2015) conducted in-depth interviews with 12 Pro-
creating an evaluation culture that succeeds online, which
Vice-Chancellors, senior academics and staff responsible
is something I will cover in a subsequent article. In general,
for quality assurance, teaching and learning, and student
I would caution that in-class vs. out-of-class is the best way
engagement. The participants were from a range of institutions,
to deliver a high survey response rate, and this often means
including those in the Russell Group, new universities and
paper-based surveys. Any academic will tell you that, as
private HE providers. The report is forward looking, investigating
soon as a student leaves that classroom, it is very hard to
best practice and suggesting how potential barriers to effective
get them to complete the survey. Given the ever increasing
course evaluation can be broken down.
requirement for valid and reliable student survey data, paper-
14 - Newslink Autumn 2015
ADDITIONAL READING This report commissioned by Electric Paper is the third in a series of publications investigating and promoting effective course and modular evaluation in Higher Education. It follows: Effective Course Evaluation: The Future for Quality and Standards in Higher Education (2011) and Closing the Loop: Are universities doing enough to act on student feedback from course evaluation surveys? (2013). Bennet, P (2015), Planning for enhancement using programme surveys (www.slideshare.net/The_AUA/paul-bennet-presentation)(accessed 22 July 2015). Cholerton, S (2015), A consistent approach to the evaluation of teaching: a tool for ‘Raising The Bar’ (www.slideshare.net/The_AUA/he-course-and-module-evaluationconference-suzanne-cholerton)(accessed 22 July 2015). Access to further information and reports by Electric Paper can be requested here: www.evasys.co.uk/Request_further_information.html
BOOKINGS ARE NOW OPEN FOR THE NEXT HIGHER EDUCATION COURSE AND MODULE EVALUATION CONFERENCE 20 January 2016 Oxford Brookes University For further information and to make a booking visit www.aua.ac.uk
Newslink Autumn 2015 - 15
INTERNATIONAL THE 2015 AUA POLAND STUDY TOUR Dr Andrew Tuson MAUA, Study Tour Coordinator, Consultant and Interim Manager
We are also delighted to showcase clear evidence of practices
The forthcoming Poland Study Tour report will give insights into how Polish higher education is moving onto a new set of challenges.
that compare well with good practice in the UK. For example in data driven market research, employability and student mobility. We had some time to enjoy Poland. The loving and painstaking work on the reconstruction of Warsaw’s historic Old Town, the hearty and tasty food, the beauty of Krakow, its Night of the
Andrew Tuson
Museums and its sights such as the Wieliczka Salt Mine.
Ever wondered how a higher education system emerged from the devastation of the Second World War, then communism, and how it has worked to forge a new system on its own terms? The forthcoming Poland Study Tour report will give insights into this and how Polish higher education is moving onto a new set of challenges. We hope that this will help the UK university administration community reflect upon our own work, share practices and build relationships.
The hospitality shown by our Polish hosts was exemplary. We have by now lost the weight we have put on. We are indebted to them all for their time and candour. We also would like to thank the Leadership Foundation for Higher Education for their support. Please enjoy the report; the blog of the Poland Study Tour can be found at: http://auapoland2015.blogspot.co.uk/
The team investigated the following three themes: quality assurance; student demand (including internationalisation and the rise of the private sector), and; governance (including the student voice). The tour began in the capital, Warsaw. We started with a morning meeting with the prestigious private
Wroclaw
Warsaw
business-orientated Kozminski University to discuss how quality assurance was operationalised. This
There are differences between Poland and the UK. Poland does
was followed by a quick tram ride to the renowned
not have an external examiner system, for example. Student
Krakow
Warsaw University of Technology and later the PKA
representation in key governance committees is mandated by law. The motivation for internationalisation is also quite distinct.
(the Polish equivalent of the QAA) where the quality assurance regime and its development were explained
We also report on some aspects of Polish HE outside of the
in some detail.
themes, such as the investment in infrastructure that has taken The second day started with a morning visit to the Ministry of
Vinci, a smaller private provider that has a very creative ethos,
place in recent years. And we are still smiling about the fact that
Higher Education where we spent an hour getting the context
with a brief meeting with the Chancellor.
student academic misconduct is covered by Poland’s Penal Code.
of Polish higher education policy and its evolution. Then we had a quick metro ride to Vistula University, another private provider
The final day was spent in Krakow and the Jagiellonian
where we had an afternoon with members of their senior
University, the oldest and most prestigious university in Poland,
management, including Rectors and the Chancellor.
to discuss student mobility and their use of student surveys.
Then we headed to Poznan by train. The first day we visited
Though Polish higher education has been reported on
the largest private higher education provider in Poland: TEB
previously (for example, an OECD report in 2007), this report
Akademia and its WSB University in Poznan. The second day
brings up to date where the system is at right now, and the
was a visit to the public Adam Mickiewicz University (named
lessons that we could draw from it. The system has more
after the famous Polish poet of the same name), the largest
change on the way due to demographics: it had to expand
university in Poznan and ranked in the top three in Poland. We
rapidly post-communism to cope with increasing student
enjoyed a tour of its (most impressive) Morasko Campus and
numbers, but now there is a contraction that will undoubtedly
met with Professor Marek Kwiek, Poland’s leading scholar on
lead to some restructuring.
higher education. We had some time to visit Collegium Da
16 - Newslink Autumn 2015
Newslink Autumn 2015 - 17
PERSPECTIVES: A ‘CALL FOR PAPERS’—ACCESS TO HIGHER EDUCATION
REFLECTIONS ON THE ROLE OF REGIONAL CO-ORDINATOR
David Law MAUA, Principal Editor Perspectives
Dr Sandra Mienczakowski MAUA, University of Nottingham Nick Allen MAUA, University of Northampton
Perspectives is a forum for AUA members to disseminate the findings of their own practice-based research. David Law
Newslink readers will be familiar with Perspectives, the AUA
Papers should normally be around 3,500 words in length, but
journal published by Taylor and Francis. Perspectives publishes
longer or shorter papers may be considered. Online submission
work written by both administrators and academics. Our criteria
is via the ScholarOne Manuscripts site (accessed through AUA
for acceptance, in addition to an engaging style of writing
Perspectives). The deadline for initial receipt of papers is 1 April
and integrity of scholarship, focus on ‘practicality’ to ensure
2016. This gives good time for any subsequent revision.
the journal is of use to practitioners. We especially welcome
Some might describe us as the dynamic duo or misguided fools, but we are proud to be the Midlands Joint Regional Co-ordinators. We are now at the end of our first year as Joint Regional Co-ordinators and it has been a very rewarding experience so far with one AUA award already under our belt! We took as our lead two excellent role models, Tee Holden (now Network Co-ordinator for Private Providers) and Geoff Green (University of Leicester) who led the East Midlands Region exceptionally well and with enthusiasm whilst we were Advocates in our own institutions until we merged with our colleagues in the West Midlands and Geoff took the role on single-handedly! People ask what is the role of a Regional Co-ordinator? Well
regions do it, we would love to know!). During the past year, it
In order to plan the issue, it is very helpful to receive early
we have a clear job description, but in reality, it’s about using
has been great visiting institutions as part of local and regional
submission of 500 word outlines (to be sent to the Principal
your expertise and experiences to delivering the Association’s
events which have taken place or just dropping by and seeing
We will begin 2016 with a themed issue on the internationalisation
Editor, for consideration jointly with the Guest Editor for the
objectives. Also key to achieving these objectives are our
how the Advocate is doing. As we both work at institutions
of Higher Education and, encouraged by the response to our
Special Issue). Brief outlines will be considered sequentially and
Advocates, who are a great team. As they are based in our many
which are geographically spread, our regular contact is through
call for papers on that subject, we are following the same
feedback provided informally before formal consideration using
and varied networks, they are ideally placed to consider what
email and a scheduled monthly Skype call.
model for a themed issue ‘Perspectives on Access’. We
our peer review process. We can receive these at any time
is best for those members and prospective members in their
encourage prospective authors to take a broad view of the
during 2015.
area and organising events which appeal to the wider region
Our main objective over the past year has been maintaining
(and country). Some of the best events we believe that AUA
membership numbers and a focus on the creation of sub-
submissions from AUA members.
topic. Our field of interest covers pre- and post-admission issues, older and younger learners, the impact of institutional/
Submitted papers should not have been previously published
organise are those at an institution where an enthusiast talks
regional networks which bring together colleagues at institutions
agency policy, learner motivation and much else.
nor be under consideration for publication elsewhere. All
about a topic and this is combined with some quality networking
which are geographically close. This follows the ‘award winning’
submissions will be subject to our normal acceptance
time – for colleagues from within the institution and from other
model from the South East Midlands. The benefits of bringing
procedures as well as the approval of our Guest Editor.
institutions too. Between ourselves and working with our
networks together provide support for Advocates and also
Advocates, we have held a number of these events this year.
members to meet with other local members. There have already
This includes the successful Regional Conference we held on
been some examples of this in operation between Warwick and
a snowy day in January 2015 – despite the less than suitable
Coventry, Lincoln and Bishop Grosseteste and the continuation and
weather, over 50 delegates joined us in Birmingham for a rich
extension of the South East Midlands network to Oxford Brookes.
We will be publishing critical analyses of case studies that help to draw out lessons for readers, and we would like our readers to consider becoming authors. Many AUA members must have
For this issue our Guest Editor is Professor Nick Foskett,
valuable experience of managing ‘access initiatives’, why not
currently the Vice-Chancellor of Keele University. Professor
tell others about your projects?
Foskett joined Keele, as VC, in 2010 and retired from his post at the end of the 2014/15 academic year. He was formerly a
We welcome submissions from colleagues who can use
Professor of Education at the University of Southampton. He
their own experience to provide illustrations of the points
has published widely in the field and has a particular interest
that they wish to make, whilst positioning their writing in
in the 14–19 age range, including the choices made by young
the context of appropriate scholarly literature. Several of the
people about their futures.
articles for the themed issue on Internationalisation of Higher Education are already published online. AUA members can easily view these on the members’ area or the AUA website. Please check these out as examples
Because we are committed to the enhancement of practice, we encourage new authors to respond to this call. Members of our Editorial Board have agreed to act as mentors where this would be appropriate.
of the kind of work that we seek to publish.
Please send your outlines, as soon as you wish, to: david.law@edgehill.ac.uk, Principal Editor of Perspectives: Policy and Practice in Higher Education.
day of presentations and an excellent panel debate by three senior administrators from across the region.
For the forthcoming year, we are focussing on developing more sub-regional networks, increasing our membership numbers in
In order to make the events more appealing, we have been
all categories (including Accredited Members and Fellows) and
encouraging Advocates to open up their events to the whole
producing a high quality series of local events around themes
country so that others can network with Midlands members
including estates developments. We also have another Regional
– this has proved particularly successful in the two evening
Conference to look forward to in June 2016 (we don’t want to
lectures we organised in June this year (with an excellent
risk another snowy conference!).
presentation from Nick Hillman, Director of the Higher Education Policy Institute) and July 2014 (from Andrew Boggs, former Project
So what would we say to those who are interested in taking
Director of the Higher Education Better Regulation Group).
on the role as Regional Co-ordinator—in the immortal words, just do it! It is a great opportunity to network with colleagues
Our geographic spread is Lincoln in the north east to Worcester
from across your geographical area that are excited by
in the south west and Harper Adams in the north west to
the advancement of higher education administration and
Bedfordshire in the south east. Very early on we decided that in
management as you, and a chance to make a difference for
order to support our networks we needed to share responsibility
the members of the Association locally and regionally. During
to support each network so that they feel there is someone
the past year, we have met with members of the Association
they can go to rather than contacting us both. It also makes
of Heads of University Administration (AHUA) to talk about
our life a lot easier knowing that we don’t have to support all
the benefits of AUA to professional services staff in their
the networks equally (how Regional Co-ordinators with larger
institutions and so it’s great for profile raising too!
Newslink Autumn 2015 - 19
WRITING A REFLECTIVE STATEMENT Kathryn Fowler FAUA, AUA Vice-Chair, Deputy Executive Director, Aberdeen Institute of Energy, University of Aberdeen Andrew West FAUA, University Secretary, University of Sheffield
The AUA is committed to helping its members succeed in their career in Higher Education. Our Membership Accreditation Scheme supports this by recognising members’ dedication to improving themselves and others.
Briefly describe the development activity you undertook, recognising what it was intended to support/extend your skills with. Think about the impact the development activity had upon you as a person and in your work. Did this activity enhance your understanding and/or competencies? What did you learn that surprised you? How did this learning relate to the things you are learning in other development?
We have three tiers of membership: Member, Accredited Member and Fellow. The main focus for both Accredited Member and Fellow is on three key areas – continuing professional development, professional reflection and professional knowledge and capability. This article draws on the experience of the assessors for the Scheme and aims to offer advice about how to write a reflective statement. Reflective practice is the capacity to reflect on action so as to engage in a process of continuous learning1. A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential. Reflection can help us to understand how and why we have
reflection on three selected professional behaviours. For Fellowship
changed as a result of development activity. It can help our
applications, the reflection needs to cover all nine behaviours.
critical thinking skills and help us make connections between what we formally ‘learn’ and what we observe and practice in
The reflection for the two different categories has a somewhat
our everyday lives – in our work as professional staff in higher
different focus. For Accredited Member we ask the applicant to
education in the case of AUA members.
think about their own professional development. For Fellowship,
How did you put the development activity into practical use in your day to day work? What impact did it have on the way you work and interact with others? Here are some more guiding questions. • What challenged you and how did you meet the challenge?
In writing the reflective statement, while we are providing
• What would you do differently if you have a chance to do things again? Why?
impacted on your behaviours, job performance, and interaction
• What have you discovered about yourself as a learner? • How did this learning relate to your goals (personal, or professional)?
advice in this article, you should of course write in a style with which you are comfortable. Adopt a structure which suits your style and refer to the CPD undertaken to illustrate how it has with colleagues. We hope that undertaking the exercise will, within itself, help to make you a more reflective and continuously developing colleague.
• How have you grown as a professional and as a person?
the task is to reflect on professional development of others For Accredited and Fellow categories we ask applicants to relate
as well as themselves. This is arguably the most important
their professional development to the behaviours of the CPD
requirement of our Accreditation Scheme.
Framework. In the case of Accredited Members, we ask for a
To reflect on professional development and its impact can be challenging. The AUA provides a range of assistive tools, including a CPD diary and an online Personal Development Record to support reflection on a number of aspects arising from CPD: • What was learnt • What was positive and how can this be applied in the workplace at once • What can be used in the future, and, • How the individual can change their practice and approaches What is important is that the individual reflect on what happened, how it made them feel, what they did well and what they would wish to change going forward.
1
Schön, Donald A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books. ISBN 046506874X. OCLC 8709452.
2
Loughran, J. John (January 2002). “Effective reflective practice: in search of meaning in learning about teaching” (PDF).
CELEBRATE YOUR ACHIEVEMENT WITH OUR ANNUAL AWARDS So much of the AUA’s success is due to the dedication, commitment, energy and enthusiasm of our members and volunteers. Without you, we wouldn’t be able to provide a membership experience that is renowned for its professionalism and excellence within the HE sector. The support we receive from you contributes and influences the membership experience and ensures that we continuously evolve. We value your efforts tremendously and would like to recognise and reward them via our Annual Awards. We have reviewed and simplified the awards into six categories which we believe recognise the scope of your support. Who would you nominate to be the Member, Volunteer or Advocate of the year? Has your Themed or Geographic Network been outstanding this year? Visit our website to find out the categories available, criteria for each award and to submit your nominations online. Nominations close Friday 15 January 2016.
Journal of Teacher Education 53 (1): 33–43.doi:10.1177/0022487102053001004
20 - Newslink Autumn 2015
Newslink Autumn 2015 - 21
PROFESSIONAL DEVELOPMENT 70:20:10 – THE VITAL STATISTICS OF CPD Jan Shine FAUA, Personal Development Consultant, Paullus Consultancy
Although many of us are familiar with the concept of informal learning, it has sometimes been portrayed as secondary or inferior to formal learning. Jan Shine
You may have heard about the 70:20:10 framework for learning and development, it may even be that your organisation is using it. But what does it actually mean? Is it just a passing fad or something worth engaging with?
This makes perfect sense. We all know that significant and
activities. Now consider all the projects, changes, new initiatives,
memorable learning is gained through watching and observing
networking, team meetings and 1:1 discussions you have
others, from discussion with others, through ‘having a go’,
had in the same period. What I hope you will quickly realise
making mistakes, and through reflecting on experiences and
is that you have been learning from everyday work activity
thinking through how we might approach things differently if
throughout your working life. However, this may not have been
faced with similar situations in the future. Like other animals,
‘conscious’ learning as it most likely will not have been captured,
human learning occurs as a consequence of interaction with
recognised, valued or rewarded. You may wish to plan future
our environment. The significance lies in the implications of the
CPD objectives with the 70:20:10 framework in mind.
model i.e. moving away from learning and development being primarily a curriculum of courses and programmes designed,
Some of the following points may be of value in identifying, or
delivered and managed by learning and development specialists
prompting your own ideas for, ways to meet your development
for us. Learners become more autonomous and motivated to
needs aligned to the 70:20:10 model:
seek out self-directed learning opportunities suited to their work schedules and learning styles. The key point about 70:20:10 is that most learning that occurs in the workplace can be managed by the learner. There is also a collective responsibility shared by line managers, colleagues and learning and development
70:20:10 isn’t new. The model was created in the 1980s
and credence. The 70:20:10 model has emerged as a fluid
specialists alike for enabling and facilitating knowledge sharing
as a result of research studies into the most significant
and adaptable approach to learning and development better
and refining learning that is already taking place in the workplace.
developmental experiences of successful managers. The model
suited to the changing nature of the 21st century workplace,
had a fairly low profile during the 1980s and 90s, but continuing
and is now used extensively in organisations across the world,
Truly embracing the principles of 70:20:10 requires a shift of
research supported the underlying principle of the model,
including many UK HEIs. The benefits that organisations have
mind-set. Although many of us are familiar with the concept
namely that learning is most effective if the majority of staff
reported include greater business agility and increased ability to
of informal learning, it has sometimes been portrayed as
development activity is focused on informal methods rather
meet changing market demands and higher competition.
secondary or inferior to formal learning, or something that we should engage with simply because resources are tight and
than on formal structured training and development because
• Exposure to other roles, departments or institutions • Project teams or working groups • Keeping a learning log (AUA template available at: http:// cpdframework.aua.ac.uk/resources/personal-learning-logtemplate)
Learning and developing through others—the ‘20’ • 360° feedback (formal or informal) • Professional communities of practice
individuals should ideally invest in the following areas to derive
It is important to remember however that 70:20:10 provides a
• Work shadowing in other areas, other HEIs or other sectors
maximum benefit from learning and development:
broad framework rather than a ‘rule’ or rigid structure and that
The model provides a framework for the proportion of the
of need’ in a more timely way.
total time spent on learning and development activities that
technological developments, especially online and mobile
the context within which it is applied will determine the ratios.
learning technologies, the model gained renewed attention
For example, if new to an organisation or taking on a new role/
Work-based learning: Learning and development through experience e.g. day-to-day tasks, challenges, reflection and practice in the workplace
20%
• Action learning sets • Online forums, blogs, wikis, webinars etc. • Research and apply best practice in your specialist area
and during times of organisational change, social learning may
Learning and developing through courses and programmes—the ‘10’
have higher importance. The ratios themselves aren’t important
• Professional qualifications/accreditation
– it’s the underlying principle that is. Also important to note is
• Courses, workshops, seminars
that the model is not discrediting or devaluing formal learning as
• E-learning
duties there is likely to be a greater need for formal development,
outdated or obsolete. Courses, programmes and qualifications remain an essential element of effective CPD.
The 70:20:10 model is great news for HE professional services and for the AUA. The value and learning gained from simply
So, what does this mean for us as HE professionals? It doesn’t
coming together as professionals is no longer seen as an
mean that you have to wait for your organisation to adopt the
‘unexpected outcome’ or an ‘added benefit’ or something we
70:20:10 framework. You can take responsibility for your own
Learning and development through
should feel ashamed of if it is the most memorable benefit
development at any time. A good starting point is to consider
others e.g. informal or formal coaching,
we’ve derived from engaging in learning and development
your current approach to learning and development. Re-visit
personal networks, collaboration,
activity. At last, informal and social learning is recognised and
your most recent appraisal paperwork. Do the learning and
feedback, team working
valued as an integral part of ongoing personal and professional
development objectives rely on there being a course available on
growth. I hope you will agree that that is something worth
the topic in question? Where informal methods are suggested,
engaging with.
Social learning:
Formal learning:
have you been proactive in making this happen, or are you
Learning and development through
waiting for HR or your department to initiate it? Check your
structured courses and programmes
learning and development record for the past year or so and assess the proportion of time you have spent on 70, 20 and 10
22 - Newslink Autumn 2015
• New responsibilities
staff development budgets have been cut.
learning can be immediately applied and supported at the ‘point
With the advent of the internet and the more recent
Learning and developing through experience— the ‘70’
www.paullusconsultancy.com
Newslink Autumn 2015 - 23
FEATURE ARTICLE IMPLEMENTING THE NEW PREVENT STATUTORY DUTY Sian Haynes MAUA, Graduate Admissions and Funding, University of Oxford
It was agreed that in universities, freedom of speech is required alongside national and international security.
With the delay in finalisation of the sector-specific guidance,
Unsurprisingly, freedom of speech and external speakers was a
it is still unknown what body will be appointed to oversee the
source of discussion throughout the conference. It was agreed
monitoring and enforcement of the duty. It is anticipated that
that in universities, freedom of speech is required alongside
HEFCE will oversee English institutions and that Scotland and
national and international security.
Wales will be overseen by their own separate regulatory body. All speakers were highly engaged and knowledgeable in their
UUK Event
individual fields. The most valuable asset of this event however
The breadth of scope of those present at this conference was
was the input of the conference’s attendees. With such a large
evident from the Chair’s opening remarks through to its close. There
number of higher education institutions represented, the ideas
were representatives from registry, security, academic affairs of
and reflections shared were both relevant and insightful. With
higher education institutions throughout the UK as well as external
the implementation of this statutory duty fast-approaching
stakeholders. The successful implementation and compliance
for higher education institutions, it is essential that the sector
with this duty in higher education institutions is important to the
engages with the 2015 Counter-Terrorism and Security Act and
prevention of violent extremism in the UK and beyond.
works effectively with external stakeholders and other public bodies. Events such as this, bringing together representatives
Sian Haynes
Since the passing of the Counter-Terrorism and Security Act 2015 in February this year, the higher education sector has been anticipating the publication of the sector-specific guidance, known as the Prevent statutory duty. I was fortunate enough to be the winner of a place at University UK’s conference to discuss the implications of this duty for the sector. This conference, entitled ‘Implementing the new Prevent statutory duty: understanding expectations and ensuring compliance’ took place in Woburn House, London on 22 June 2015.
The remit of this event was to provide an overview of the
from within and outside the higher education sector, will be
regulations and implications of the Prevent statutory duty,
central to the duty’s implementation. I am very grateful to the
covering each section of the guidance and the process of
Association of University Administrators for making it possible
monitoring and regulation. Unfortunately, due to the publication
for me to attend this event.
delay, this was not possible.
Further information The one day conference included reflections on the duty
Further information about the Counter-Terrorism and Security
from relevant individuals such as Nicola Dandridge, the UUK
Act 2015, and the full guidance on the Prevent statutory duty
Chief Executive and speakers from outside the sector such
can be found on the UK Government’s website (www.gov.uk).
What is the Prevent statutory duty?
higher and further education institutions would be a part of the 1
as the Office for Security and Counter-Terrorism and the
This duty requires specified authorities, in this case higher
July implementation. However, the section of the guidance covering
Department for Business, Innovation and Skills. Examples
Universities UK has several reports which may be of interest to
education institutions, to have “due regard to the need to
external speakers and events had yet to be finalised. The guidance
were given from institutions who had already started work
anyone looking for more guidance in areas including promoting
prevent people from being drawn into terrorism”.
for higher and further education institutions was published on 16
on their risk assessments, including helpful advice from
good relations on campus, cyber security and external speakers
July 2015 but at the time of writing, had yet to receive parliamentary
regional coordinators on how to undertake this effectively.
on campus. These reports are publicly available on their website
For all other specified public authorities, the Prevent statutory duty
approval. It is expected that the higher education guidance will be
Discussions took place around working with partnership groups
www.universitiesuk.ac.uk/highereducation.
was implemented on 1 July 2015. It was initially also expected that
approved and published in its final form in Autumn 2015.
particularly in local regions and working with student unions.
SCOTTISH PA OF THE YEAR Liza Young MAUA, College of Life Science and Medicine, University of Aberdeen When I started at the University of
made me reflect on why, and strive to achieve further success,
own. To ensure I put something back into the system that has
getting used to. News of my award has travelled quickly and I
Aberdeen as ‘just’ a secretary, little did I
again quietly and without a fuss.
developed me, I mentor others within the university.
am receiving congratulatory messages from colleagues inside
would include winning awards. Seventeen
As a keen learner and advocate of professional development.
As a new member of AUA, I attended the conference in
years later I did just that – winning ACES
I attended all the training courses I could (from first aid to
Nottingham earlier this year and it not only inspired me to
One of the most important things I have learned recently is
(Annual Conference and Award for
early management development to basic sign language)
continue with my professional development to a higher level,
that there is no ‘just’ an anything. I was a secretary, I am a PA
Executive Secretaries & PAs in Scotland)
and read all that I could to keep myself informed of best
but highlighted the opportunities available within this sector, and
and I, like all of you, have an important role to play as part of
& Brook Street Scottish PA of the Year 2015 at their annual
practice and up-to-date with ever changing technologies.
encouraged me to continue to be the best I can for my employer.
professional services in the successful running of our universities
conference. This was a live vote by conference attendees,
During my time at the University of Aberdeen I completed
Through AUA and ACES it has been emphasised that networking
and colleges. At times maybe a fuss should be made.
my peers, and I was so shocked and delighted to win. Since
an Open University degree (in topics including Maths, IT and
is a fundamental part of professional development. As a quiet
winning, I have been reflecting on how such an introverted
Design) which was partly funded by my employer. The skills
person this isn’t so easy for me however I am going to thrive on
Liza is Personal Assistant to Professor Michael Greaves and
person as myself could achieve such success. One of the Vice
I gained in studying for the degree have been invaluable to
being the winner of this award and grasp all that comes with it.
Professor Neva Haites. She was named Scottish PA of the
Principals I support describes me as ‘quietly efficient’; I can be
my working life. Also invaluable is having one or more role
relied upon to get things done without a fuss.
models as inspiration and a mentor who is available when
I support two Vice Principals, both of whom are clinical
Secretaries and PAs. She was nominated for the award by
needed. I volunteer to assist at University wide events
academics with very busy, successful careers—I am more
colleagues and was elected at the Annual Conference & Award
The 17 short years, of course, have had their ups and downs. The
(graduations, registration and public lectures for example) to
used to celebrating theirs and others’ successes. Being in the
for Executive Secretaries and PAs from a panel of finalists
successes have been welcomed and the disappointments have
experience student and public facing roles different to my
limelight is something I am very daunted by but am slowly
chosen by judges, winning over 50% of the vote of her peers.
know that the opportunities that existed
24 - Newslink Autumn 2015
and outside the University of Aberdeen.
Year 2015 at the Annual Conference and Award for Executive
Newslink Autumn 2015 - 25
AUA NEWS
AUA NEWS
NETWORK NEWS NEW NORTH WALES AND NORTH WEST COORDINATOR
NETWORK NEWS EVENTS
Diane Lloyd FAUA, School Operations Manager, University of Salford I am delighted to have been appointed as the Network Co-ordinator for the North Wales and North West region (NWNW). I have considerable experience in the management of HE administration which has involved active contribution to the development and implementation of administrative strategies. I have been a member of the AUA for more than 10 years, a fellow for the past year and was
We are pleased and grateful to all of you that continue to arrange interesting and informative events across all our networks. There are many events, organised by our Advocates and Network Coordinators, held frequently within institutions and at a regional level. Please view our networking pages of the website to connect with your local Advocate to ensure you don’t miss out on future events. Here’s a summary of two events held in June:
recently appointed as a member of the PG Cert Board of Studies.
GENERAL ELECTION 2015: IMPLICATIONS FOR THE UK HE SECTOR I have a real enthusiasm for promoting the AUA across the NWNW network. There are a number of vacant advocate posts and my main aim will be to ensure that these
The Midlands Network was pleased to host an evening
roles are filled. I look forward to working closely with all members to improve the
seminar by Nick Hillman, Director of the Higher Education
AUA offering for you all.
Policy Institute, on 15 June. In an interesting and thought provoking presentation, Nick outlined the possible
NEW THEMED NETWORK AND NETWORK COORDINATOR—HIGHER EDUCATION IN FURTHER EDUCATION
implications for higher education after the outcome of the General Election and the majority Conservative government, by drawing upon evidence from the last Government and looking much further afield at initiatives in Europe,
Trevor Moore, AAUA HE Systems Development Manager, Bradford College
Australia and the United States. After the presentation, Nick generously spent some time answering questions from those attendees. He also highlighted work which his
I have been a university administrator for 15 years, specialising in HE in FE and
organisation had been undertaking in these areas and issued
mixed-economy colleges. For the last 10 years I have been a manager in one of the
a call for potential future research topics.
UK’s largest providers of HE in FE (Bradford College). I have carried out, managed and advised on a very broad range of processes during this time. I have gradually
(Nick Allen MAUA, Midlands Network Coordinator,
progressed from general administration and management to more technical, data-
University of Northampton)
focused and developmental roles (while I have continued to advise on day-to-day admin issues and to manage teams). I have just completed the AUA’s Postgraduate
CRANFIELD BEHIND THE WIRE, CRANFIELD UNIVERSITY
Certificate in Higher Education Administration, Management and Leadership. On Monday 29 June Cranfield University hosted an AUA networking event at their School of Defence and Security in Shrivenham. This network is designed to benefit colleagues whose roles focus on HE within FE
The event was well attended with members from both the South Wales and South West network and from the Midlands network.
and mixed-economy colleges. It is intended to promote links between colleagues nationally, raising awareness of the professional network that surrounds them and can support them. It is intended to provide a forum that allows practitioners of HE in FE to raise
Professor Jackie Akhavan started the day giving insight into the transformational research currently being carried out at Cranfield
issues and queries with their peers, to share best practice, to produce guidance and training that is focused on their specific needs
as a whole but with particular emphasis on the research which is made possible by the position of the School on a secure site. Dr
and a voice to ensure that this section of our profession is actively represented and engages with national developments.
Karl Harrison then introduced us to the fascinating world of Forensic Investigation, dispelling many of the myths that have arisen
CPD FRAMEWORK – A CASE STUDY
through the popularity of television series such as CSI and Silent Witness. Next was a visit to the armoury where we were given a very colourful lesson about the history of firearms and how they have evolved over the years from revolvers through to automatic machine guns, with particular reference to the Battle of Waterloo.
A new case study has been received by Durham University. It demonstrates how Durham University has utilised the AUA CPD framework and adapted it as ‘Realising your Potential Approach’. The project was commissioned and championed by Paulina
Finally we had lunch and time to explore the many and varied tanks and armoured fighting vehicles on show within the Centre. The
Lubacz, Chief Operating Officer (COO) in October 2013 to provide a CPD framework and supportive development approach for all
size and power of the vehicles was particularly commented on by many delegates as was the cramped, uncomfortable conditions
staff not covered by the VITAE and HEA (UKPSF) professional frameworks [for academic staff]. This approach complements those
inside them all. Many left with a feeling of great respect for all members of the Armed Forces and a greater appreciation of their work.
frameworks and a parallel project was undertaken to consider the application of the Realising Your Potential Approach for academic staff. Read the full case study online via our CPD Framework site www.cpdframework.aua.ac.uk.
26 - Newslink Autumn 2015
(Caro Khamkhami MAUA, AUA Advocate, Cranfield University
Newslink Autumn 2015 - 27
UPCOMING AUA EVENTS
AUA OFFICE UPDATES NEW STARTERS...
INTRODUCTION TO HE – A TOOLKIT FOR NEW PROFESSIONALS 10–11 December 2015 ETC Venues, Paddington
Chloe Duxbury, Events Assistant
Matthew Ward, Administration Assistant
I started with the AUA team at
I have joined the AUA Team as the new Administrative Assistant.
new Events Assistant. I recently
My primarily focus in this role is
Day 1: 10 December Introduction to Higher Education
Day 2: 11 December A toolkit for new professionals
the beginning of October as the
Whether you’re new to working in HE or moving role, or
Developing yourself when your time and resources
graduated from Manchester
on processing and maintaining
are just bemused by how much the sector is changing
are already stretched to capacity can be challenging.
Metropolitan University after
memberships to ensure that the
there will be something of interest in this programme
This practical and hands-on workshop provides you
studying Events Management
procedures in place continue to
which provides an overview of the UK higher education
with a framework to manage your personal and career
sector. There is a strong emphasis on understanding
development. It will concentrate on a range of professional
how a range of social, political, economic and academic
behaviours including working with others in order to deliver
considerations impact on the sector, and you will be
a quality service. We will also consider steps that might
encouraged to think about how your own role and
be taken, and resources that are available, to maximise
institution contribute to and is influenced by these factors.
opportunities for your career progression.
so I am delighted to have gone straight into an events based
run smoothly. As this is my first post within a HE establishment,
role. I am excited about my new job and already feel I have
I am finding the role exciting yet challenging; it has allowed me
settled in to the team, I’m sure I will learn a lot here during
to undertake an array of responsibility, something which I have
my year placement. Outside of work, I enjoy keeping fit
taken great pride in and the AUA Team has been nothing short
through the gym and running, socialising around Manchester
of amazing in terms of making me feel welcome. In my personal
and travelling to new places.
time, fitness is a major interest of mine and I consider myself something of a creative!
Pre dinner talk and evening dinner (Optional Extra)
For further information and to make a booking visit www.aua.ac.uk
...AND LEAVERS
AUA ANNUAL CONFERENCE AND EXHIBITION 2016 21–23 March 2016 Royal Armouries, Leeds This year’s theme Creativity, Collaboration and Complexity
Amy Wright, Project Officer: Networks and Membership
Ahsin Ali, Web and e-services
Despite only a short time in my
AUA has been varied. From
role, it is with great impulsivity
helping colleagues in the office
that I have decided to leave the
and supporting the Annual
AUA—and the country—to head
Conference to communicating with
How time flies! My time at the
our international delegates not to
for the unknown. I have purchased
treasures of the Tournament Gallery whilst feasting on a
explores what challenges we might expect, and celebrates
3 course menu and network with old and new friends and
a one-way ticket to Vietnam and intend to travel, mostly
the initiative and creative practice of HE professionals and
colleagues.
around South East Asia and then hopefully work overseas for
mention keeping our entire web services up to date.
a year. It has been a pleasure meeting and working with many
During my time with the AUA I’ve been given many opportunities to
You can further tailor your conference package by opting
of you and I sincerely hope that the AUA continues to grow
develop my skills with the support and trust of my colleagues. This
in to the annual Monday Night Dinner and Quiz, this year
from strength to strength, as the entire team work very hard
has also allowed me to improve my professional development.
in order to help steer our institution and the sector through
hosted by the North East and Yorkshire geographical
to deliver so much; including the efforts of our volunteers
The AUA has been going from strength to strength and I hope
these complex times?
network. A conference favourite and a great opportunity
and members. There are lots of great ideas in the pipeline
this continues.
to mingle with delegates as well as show off your general
which will be of tremendous benefit to all once they are
One of the highlights of the Annual Conference and
knowledge! Or why not join the social highlight of the
implemented.
Exhibition is the Sunday Night Social; in 2016 to be
Annual Conference our Gala Dinner and Annual Awards on
back in the NHS. I would like to thank the AUA Office staff,
held after hours in the Royal Armouries Museum. The
Tuesday evening? Join your colleagues on Tuesday night in
Trustees and the many wonderful members I have worked
evening will start with a drinks reception in the infamous
the Royal Armouries Hall for an extravagant night of dining,
with for all the great memories. Good bye to everyone and as a
War Gallery where you can observe history come to life
socialising and entertainment.
Jedi would say “may the force be with you”
institutions, in navigating today’s complex landscape. It is a must for all, on an individual and institution level. What skills and knowledge do we need to equip ourselves with
from our soldier interpretation. You can then explore the
Bookings are open until 28 February 2016, so be quick to secure your place online to join your colleagues at the AUA flagship event For further information and to make a booking visit www.aua.ac.uk
28 - Newslink Autumn 2015
I am now about to start on the next chapter of my working life
NEW ROLES... Richard Carr, AUA Events Officer
Kim Mellor, Communications Officer
With AUA’s continual development and progression, we are
We are also happy to confirm that Kim Mellor will be taking on
delighted to announce that Richard Carr has been successfully
the role of Communications Officer. Kim will be coordinating
recruited as AUA Events Officer. Over his 6 years with the AUA,
sponsorship and exhibition interest for AUA and our third party
Richard has progressed into an experienced event manager and
clients and will also be overseeing the production of all our
will now oversee a range of AUA events, whilst maintaining current
publications, including the newly relaunched Good Practice
partnerships and commitments with our existing third party clients.
Guides. Welcome back to the team Kim!
Newslink Autumn 2015 - 29
The AUA exists to advance and promote the professional recognition and development of all who work in professional services roles in higher education, and to be an authoritative advocate and champion for the sector. As an organisation, we exist for our members. We offer support to help you enhance careers, boost your job prospects and create valuable networking opportunities. In short, we empower our members to take control of their career development.
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