development and skills conference 2013: kenton lewis - professional identity

Professional Identity in higher education administration

and management

Kenton Lewis E [email protected]

@kenton_lewis

Setting the context

What is ‘professional’?

Theoretical and analytical frameworks

Key themes explored

Discussion topics

Summing up

@kenton_lewis

HE has gone, and is going, through

significant change

Complexity in the system

-New providers

-Managerialism

-Globalism/Internationalism

-Commercialisation/consumerism

Context

@kenton_lewis

Context

“The role of professional administrative and

support staff is becoming more pivotal as the

sector becomes more competitive, more

business and market focussed, and more

international…the old divide between academic

and “non-academic” is starting to change.”

(Wild and Wooldridge, 2009, 1)

@kenton_lewis

Context

“UK universities need a bigger administrative

machine today than they did 30 years ago. The

reasons include a more complex legal

framework and laborious application

procedures for research grants, as well as

advancement of fundraising and alumni

relations.”

(Oppenheimer, 2011, 2)

@kenton_lewis

Context

“There is a growing tension between the

professional managerial approach and academic

life – the need to account for resource and

time, the need to produce and measure. Those

engaging in academic management are being

required to take decisions and responsibility in

greater amounts.”

(Holbeche, 2012, 3)

@kenton_lewis

Context

(HEFCE and Deloitte, 4)

So how complex is the situation?

Here’s an overview of the English set up

Context

(Lewis, 2012, 5)

Not just about overall complexity.

We should also consider the speed of change

HE Change 1963-2000

1963 Robbins Report

1986 Research Assessment

Exercise

1988 Education Reform Act

1992 FE&HE Act

FE&HE (Scotland) Act

1997 Dearing Report

1997 QAA Established

1998 Teaching and HE Act

HE Change since 2000

2003 Roberts Review (of

research assessment)

2004 The HE Act (variable fees

and OFFA)

2005 NSS

2006 Access Agreement

2010 The Browne Review

2011 White paper (Students at

the heart of HE)

2012 Introduction of £9k ‘fees’

2014 Research Excellence

Framework

Context

Within this confusing, unstable and uncertain

system, what is it to be ‘professional’?

“Constructions of professional

identity within UK higher education

administration and management: the

importance of collective self-

confidence”

@kenton_lewis

What does ‘professional’ mean to you?

Are you part of a ‘profession’?

If yes, what are the distinguishing features

of your ‘profession’?

Context

@kenton_lewis

PERSONAL REFLECTIONS

PR

OF

ES

SIO

NA

LIS

M

IDE

NT

ITY

PROFESSIONAL BODY (AUA)

Theoretical Framework

@kenton_lewis

PERSONAL REFLECTIONS

IDE

NT

ITY

P

RO

FE

SS

ION

AL

SIM

PROFESSIONAL BODY (AUA)

Theoretical Framework

@kenton_lewis

13th Century - traditional, exclusionary definition: theology; law; and medicine.

19th Century - rise of ‘professional’ civil service; distinct from the ‘ruling classes’ and able to manage an increasingly complex government

19th/20th Century - occupational groups seeking professional recognition through collective association ethical codes / formal learning / licensing

On professionalism

@kenton_lewis

By 1930s further clarity was forming:

skill/ability linked to competency and quality

driven specialist training

collective identity through formal association

clear articulation of values and codes of

conduct linked to high level integrity

autonomy and independence

focus on service to others and to society

On professionalism

@kenton_lewis

Yet there are differences between the traditional definitions and experienced understandings

Contemporary professionals face multiple, concurrent drivers: -gaining and managing expert knowledge -operating entrepreneurially -managing limited resources -navigating regulatory guidelines -meeting clients needs and expectations

Professionals are: -losing autonomy / authority -no longer sole owners of knowledge -experiencing increased levels of regulation

On professionalism

@kenton_lewis

‘trust’, ‘integrity’, ‘service’ and ‘authority’

being replaced by

‘quality assurance’, ‘performance

indicators’, ‘standards’, and ‘efficiency’

“professionalism is witnessing a lurch from

an ethic of service to an ethic of

performance” (Barnett, 2008, 6)

On professionalism

@kenton_lewis

Considerations of ‘sameness’

Demonstrated through the affiliations we choose, and have chosen for us, with different groups

Inherent link with the verb to ‘identify’; something that needs to be established

Through identification, one’s identity is open to change and reconceptualisation over time

Identity is therefore a socially constructed entity which is constantly being reconfigured and reformed

On identity

@kenton_lewis

We are not limited to a single ‘identity’;

we all experience multiplicity

We all constantly reassert, reconsider and

reconceptualise our identities

Therefore any actuality, expectation of

threat of change is very likely to provoke

concerns about who or what we are

On identity

@kenton_lewis

Identity as a theme within HE

Governmental desire for greater control over HE’s contribution to economy and society

New forms of regulation place greater burden on universities

Massification of the sector creates desire for recognition and status from different groups

Universities have become accustomed to operating in a multidimensional environment (public/private, competitive/collaborative)

Blurring of the boundaries between groups of all types and at all scales

On identity

@kenton_lewis

In such a context, identity is a process:

continuous; changing; reflexive; and

without a defined end point

Freedom to create new, or redefine

existing, identities

Creation of ‘third space’ roles, that

straddle the boundaries between

traditional views of ‘academic’ and ‘non-

academic’

On identity

@kenton_lewis

The loss, or absence, of professional self-

confidence makes it disproportionately harder

to operate as a professional

lack of assurance and self-confidence prevent a

unified and proud claim of professional status

We need the self-confidence to champion and

promote our work as a desirable and rewarding

career that contributes to the greater good of

higher education and, by extension, to the

greater good of society

Collective self confidence

@kenton_lewis

If you want to know what people think, a good starting point is to ask them!

Semi-structured interviews with 23 individuals from 6 different HEIs (cross representative (sex, age, experience, seniority, structural location))

Three further interviews with staff from two international HEIs

Socially constructed data where meaning is made rather than observed

Nuts and Bolts

@kenton_lewis

Analytical Framework

@kenton_lewis

Nomenclature – the descriptors

individuals and collectives choose, and the

labels applied to them by others

The behaviours we (un)consciously

choose in order to shape our working

lives

How perceptions of ‘professional’ staff

are ascribed and (re)negotiated


@kenton_lewis

The relevance of acquired skills,

experience and qualifications in

enacting one’s duties and in engaging with

(academic) colleagues

The influence of perceived and formal

(relative) status

The formal and informal structures that

shape the environment in which HE

‘professionals’ (re)construct their identity


@kenton_lewis

In small groups, consider a single theme

Consider the prompt questions

Consider the examples from my own data

Be ready to feedback to the whole group

Discussion

@kenton_lewis

What do you collectively understand by

this theme?

What personal experience do you have

that relates to this theme?

Do you recognise it? If so, how and

where?

How might awareness of this theme

enhance your own professional practice?

Discussion

@kenton_lewis

Academic empathy as a key resource in

HE management

The need to better promote HE

management as a career of choice (the

“accidental administrator”)

Space for the AUA to develop a confident

and commanding ‘voice’

Opportunity to embrace the term ‘HE

professional’

My key observations

@kenton_lewis

Professional Identity in higher education administration

and management


@kenton_lewis

Additional slides


@kenton_lewis

Worked in HE administration / management since 1996

Bristol, Oxford, SGUL, HEA

WP, Student Recruitment, Community Engagement, Mar/comms, TNE, Student Experience, Student Transition, L&T

P/T MA Communications and PR

P/T Doctorate at the IoE 2006-2012

FAUA and AUA Trustee

About me

@kenton_lewis

1. Wild, A. and Wooldridge, E. (2009). The development of professional careers in UK Higher Education. London: Leadership Foundation for Higher Education

2. Oppenheimer, C. (2011). ‘A Chance to Break Free of Administrative and Regulatory Tyranny', Times Higher Education (pp. 27). London: 6-12 January 2011

3. Holbeche, L. (2012). Changing Times in UK Universities: What Difference Can HR Make? [Online]. Available at: http://www.uhr.ac.uk/uploadedfiles/Documents/Changing%20times%20in%20UK%20universities%20%28extended%20version%29.pdf. [Last accessed 25 May 2012]

4. Higher Education Funding Council for England and Deloitte. (2012). Mapping the Higher Education Funding and Regulatory System in England. [Online]. Available at: http://www.hefce.ac.uk/media/hefce/content/about/introduction/workinginpartnership/irpg/marchpapers/summary_report.pdf. [Last accessed 4 May 2012]

5. Lewis, K. (2012). Constructions of professional identity within UK higher education administration and management: the importance of collective self-confidence. Available at Institute of Education, University of London, or directly via Kenton Lewis

6. Barnett, R. (2008). 'Critical professionalism in an age of supercomplexity'. In B. Cunningham (Ed.), Exploring Professionalism. London: Bedford Way Papers.

@kenton_lewis

References

BIS Department for Business, Innovation and Skills

DfE Department for Education

DH Department of Health

ENQA European Association for Quality Assurance in higher

education

HEFCE Higher Education Funding Council for England

HESA Higher Education Statistics Agency

HMRC Her Majesty’s Revenue and Customs

NHS BSA National Health Service Business Services Authority

NDPB Non Departmental Public Body

OIA Office of the Independent Adjudicator

OFFA Office for Fair Access

Ofsted Office for Standards in Education

PSRBs Professional, Statutory and Regulatory Bodies

QAA Quality Assurance Agency

SHAs Strategic Health Authorities

SLC Student Loans Company

TDA Training and Development Agency

UCAS Universities and Colleges Admissions Service

UKBA United Kingdom Border Agency

List of acronyms

Research questions:

How do UK higher education administrators/managers construct their professional identity?

To what extent CAN UK higher education administrators/managers construct an identity as professionals?

Is the term ‘professional’ a legitimate/suitable alternative to ‘non-academic’?

What role can the AUA play in supporting higher education professionals?

Nuts and Bolts

@kenton_lewis

Interviews transcribed and anonymised

Worked through all data to identify

themes (‘codes’)

Initial 247 codes eventually rationalised

into a branch structure to group and

relate themes

Managed through NVIVO QSR software

Nuts and Bolts

@kenton_lewis

Mapping construction of professional identity in a clear and accessible format

Demonstrating the extent to which HE administration/management is professionalised

Empowering the AUA to develop a confident external voice

Empowering HE administrators and managers to collectively embrace self-confidence and assert professional status

Aims/achievements

@kenton_lewis

To what extent does nationality, both of the individual and of the institution, influence the construction of professional identity amongst higher education administrators and managers?

To what extent does institutional culture influence the construction of professional identity amongst university administrators and managers?

Tipping the scales: does professionalisation of managerial and administrative staff within higher education contribute to the de-professionalisation of the academy?

Further research options

@kenton_lewis