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Professional Identity in higher education administration
and management
Kenton Lewis E [email protected]
@kenton_lewis
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Setting the context
What is ‘professional’?
Theoretical and analytical frameworks
Key themes explored
Discussion topics
Summing up
@kenton_lewis
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HE has gone, and is going, through
significant change
Complexity in the system
-New providers
-Managerialism
-Globalism/Internationalism
-Commercialisation/consumerism
Context
@kenton_lewis
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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
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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
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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
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Context
(HEFCE and Deloitte, 4)
So how complex is the situation?
Here’s an overview of the English set up
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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
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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
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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
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PERSONAL REFLECTIONS
PR
OF
ES
SIO
NA
LIS
M
IDE
NT
ITY
PROFESSIONAL BODY (AUA)
Theoretical Framework
@kenton_lewis
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PERSONAL REFLECTIONS
PR
OF
ES
SIO
NA
LIS
M
IDE
NT
ITY
PROFESSIONAL BODY (AUA)
Theoretical Framework
@kenton_lewis
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PERSONAL REFLECTIONS
IDE
NT
ITY
P
RO
FE
SS
ION
AL
SIM
PROFESSIONAL BODY (AUA)
Theoretical Framework
@kenton_lewis
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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
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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
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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
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‘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
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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
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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
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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
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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
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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
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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
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Analytical Framework
@kenton_lewis
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Analytical Framework
@kenton_lewis
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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
Analytical Framework
@kenton_lewis
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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
Analytical Framework
@kenton_lewis
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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
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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
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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
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Professional Identity in higher education administration
and management
Kenton Lewis E [email protected]
@kenton_lewis
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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
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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
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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
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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
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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
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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
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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