Abstract
Alongside traditional teaching-and-research pathways, a number of universities have implemented new pathways, which have an education focus (but are different from teaching-only contracts) or which place emphasis on professional practice, enterprise, public engagement, and/or knowledge exchange (labelled practice/entrepreneurship in short in the volume). Building on two of the vignettes in Chap. 3, this chapter unpacks expectations related to education-focused pathways, exploring how teaching expertise and excellence are defined as well as how they map onto various career stages, and teasing out the nuances of scholarship. This is followed by discussion of newer pathways labelled practice/entrepreneurship in the volume and linked to universities’ third mission. Care is taken, however, to pre-empt pathways being viewed as rigidly aligned to one mission only. Discussion threads related to practice/entrepreneurship pathways include professional development for dual professionals, the complementarity of commercial and social entrepreneurship, as well as how the UK-based Knowledge Exchange Framework (KEF) can catalyse discussion about how academics and institutions deliver on their commitment to society. The closing section loops back to the two vignettes and offers a fictional scenario involving the vignette protagonists to illustrate how pathways in an academic career framework can cross to generate value within and beyond a university.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Advance HE. (2019). Framework for enterprise and entrepreneurship education. https://www.advance-he.ac.uk/knowledge-hub/framework-enterprise-and-entrepreneurship-education
Advance HE. (2021). Employability: A review of the literature 2016–2021. https://www.advance-he.ac.uk/knowledge-hub/employability-review-literature-2016-2021
Advance HE. (2022a, May 26). Progressing the PSF review. https://www.advance-he.ac.uk/news-and-views/progressing-psf-review
Advance HE. (2022b). National teaching fellowship. https://www.advance-he.ac.uk/awards/teaching-excellence-awards/national-teaching-fellowship
Advance HE. (2022c). Collaborative award for teaching excellence. https://www.advance-he.ac.uk/awards/teaching-excellence-awards/collaborative-award-for-teaching-excellence#about
Advance HE. (2023a). Professional standards framework for teaching and supporting learning in higher education 2023. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/PSF%202023%20-%20Screen%20Reader%20Compatible%20-%20final_1675089549.pdf
Advance HE. (2023b). Professional standards framework for teaching and supporting learning in higher education: Report of the review 2021–2023. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/PSF%20Review%20Report%20-%20final_1675089490.pdf
Barnet, R., & Jackson, N. (Eds.). (2020). Ecologies for learning and practice: Emerging ideas, sightings, and possibilities. Routledge.
Beaton, F. (2021). How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2021.1910953
Bennett, D., Roberts, L., Ananthram, S., & Broughton, M. (2018). What is required to develop career pathways for teaching academics? Higher Education, 75, 271–286. https://doi.org/10.1007/s10734-017-0138-9
Boughey, C., & McKenna, S. (2021). Understanding higher education: Alternative perspectives. African Minds. https://www.africanminds.co.za/understanding-higher-education/
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.
Bradley, S. (2019). Dual professionals: Career progression and professional development? https://www.advance-he.ac.uk/news-and-views/dual-professionals-career-progression-professional-development
Canning, J., & Masika, R. (2022). The scholarship of teaching and learning (SoTL): The thorn in the flesh of educational research. Studies in Higher Education, 47(6), 1084–1096. https://doi.org/10.1080/03075079.2020.1836485
Chick, N. (2022). Public SoTL. In N. Chick & J. Friberg (Eds.), Going public reconsidered: Engaging with the world beyond academe through the scholarship of teaching and learning (pp. 15–32). Stylus.
Clark, B. R. (2004). Sustaining change in universities. Open University Press.
Coonan, E., & Pratt-Adams, S. (2018). Building higher education curricula fit for the future. https://www.advance-he.ac.uk/sites/default/files/2019-05/Building-HE-Curricula-Fit-For-The-Future.pdf
Crowley, E., & Overton, L. (2021). Learning and skills at work survey 2021. Chartered Institute of Personnel and Development. https://www.cipd.co.uk/Images/learning-skills-work-report-2021-1_tcm18-95433.pdf
Dickfos, J. (2019). Academic professional development: Benefits of a pracademic experience. Journal of Work-Integrated Learning, 20(3), 243–255. https://www.ijwil.org/files/IJWIL_20_3_243_255.pdf
Etzkowitz, H., Dzisah, J., & Clouser, M. (2021). Shaping the entrepreneurial university: Two experiments and a proposal for innovation in higher education. Industry and Higher Education. https://doi.org/10.1177/0950422221993421
EUA. (2021). Universities without walls: A vision for 2030. https://eua.eu/downloads/publications/universities%20without%20walls%20%20a%20vision%20for%202030.pdf
Fanghanel, J., Pritchard, J., Potter, J., & Wisker, G. (2016). Defining and supporting the scholarship of teaching and learning (SoTL): A sector-wide study. https://www.advance-he.ac.uk/knowledge-hub/defining-and-supporting-scholarship-teaching-and-learning-sotl-sector-wide-study
Fitzpatrick, K. (2019). Generous thinking: A radical approach to saving the university. Johns Hopkins University Press.
Floyd, S. (2021). Transforming educational excellence at an institutional scale. In S. Bradley (Ed.), Academic career progression: Rethinking pathways (pp. 5–13). https://www.advance-he.ac.uk/news-and-views/%20Rethinking-the-pathways-for-academic-career-progression
Gannaway, D. (2022). A whole-university approach to building expertise in higher education teaching. In H. King (Ed.), Developing expertise for teaching in higher education: Practical ideas for professional learning and development (pp. 57–68). Routledge.
Godbold, N., Matthews, K. E., & Gannaway, D. (2022). Capturing teaching focused academic work: A learning-practice framework for a richer understanding of changing academic roles. Journal of Higher Education Policy and Management. https://doi.org/10.1080/1360080X.2022.2148237
Goddard, J. (2018). The civic university and the city. In P. Meusburger, M. Heffernan, & L. Suarsana (Eds.), Geographies of the university (pp. 355–373). Springer.
Goddard, J. (2021). Covid-19. Civic universities, societal innovation and the recovery of local communities. Symphonia, Emerging Issues in Management, 1. https://symphonya.unicusano.it/article/view/13514
Graham, R. (2022). Teaching cultures survey. 2022 findings. https://teachingcultures.com/resources/TCS-2022-amalgamated-report.pdf
Grant, J. (2021). The new power university. Pearson Education.
GuildHE. (2018). Practice-informed learning. The Rise of the Dual Professional. https://guildhe.ac.uk/practice-informed-learning-the-rise-of-the-dual-professional/
GuildHE. (2019). Delivering practice-informed learning. https://guildhe.ac.uk/wp-content/uploads/2020/07/Delivering-Practice-Informed-Learning-Final-Web-1.pdf
Hardman, P. (2021). Educators’ experience of digitally-enabled learning and teaching during Covid-19. https://wonkhe.com/blogs/educators-experience-of-digitally-enabled-learning-and-teaching-during-covid-19/
Hartung, C., Barnes, N., Welch, R., O’Flynn, G., Uptin, J., & McMahon, S. (2017). Beyond the academic precariat: A collective biography of poetic subjectivities in the neoliberal university. Sport, Education and Society, 22(1), 40–57. https://doi.org/10.1080/13573322.2016.1202227
Haski-Leventhal, D. (2022). The purpose-driven university: Transforming lives and creating impact through academic social responsibility. Emerald.
Hattam, S. K., & Weiler, T. (2022). Reframing the ‘illegitimate’ academic: The critical role of professional development for sessional staff. Teaching in Higher Education. https://doi.org/10.1080/13562517.2022.2049743
HEA. (2013). Promoting teaching. Making Evidence Count. https://www.advance-he.ac.uk/knowledge-hub/promoting-teaching-making-evidence-count
Hollweck, T., Netolicky, D. M., & Campbell, P. (2022). Guest editorial. Pracademia: Exploring the possibilities, power and politics of boundary-spanners straddling the worlds of practice and scholarship. Journal of Professional Capital and Community, 7(1), 1–5. https://doi.org/10.1108/JPCC-01-2022-103
IfATE. (2022). Academic professional. https://www.instituteforapprenticeships.org/apprenticeship-standards/academic-professional-v1-0
Jisc. (2020). Learning and teaching reimagined: A new dawn for higher education. https://repository.jisc.ac.uk/8150/1/learning-and-teaching-reimagined-a-new-dawn-for-higher-education.pdf
Jisc. (2021). Teaching staff digital experience insights survey 2020/21. UK Higher Education (HE) Survey Findings. https://repository.jisc.ac.uk/8568/1/DEI-HE-teaching-report-2021.pdf
Jisc. (n.d.). Who we are and what we do. https://www.jisc.ac.uk/about/who-we-are-and-what-we-do
Kensington-Miller, B., Webb, A. S., Maheux-Pelletier, G., Gansemer-Topf, A., Lewis, H., Hofmann, A., & Luu, J. (2022). Our international SoTL journey: Brokering across academic hierarchies and boundaries. Teaching in Higher Education. https://doi.org/10.1080/13562517.2022.2070841
Kernohan, D. (2022, February 18). Teaching in higher education should be professionalised. Wonkhe. https://wonkhe.com/blogs/teaching-in-higher-education-should-be-professionalised/
King, H. (2022). The characteristics of expertise for teaching in higher education. In H. King (Ed.), Developing expertise for teaching in higher education (pp. 15–28). Routledge.
Knight, E., & Mitchell, V. (2023). The ‘how’ rather than the ‘what’ of research impact. Higher Education Research and Development, 42(2), 336–349. https://doi.org/10.1080/07294360.2022.2057452
Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Herodotou, C., Maina, M., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., & Whitelock, D. (2022). Innovating pedagogy 2022: Open university innovation report 10. The Open University. https://ou-iet.cdn.prismic.io/ou-iet/de17ac7f-5ca5-431c-baf6-29d0ffcff57a_innovating-pedagogy-2022.pdf
Lindsay, H., & Smith, S. (2021). The bridge from practice into academia: A case study of the Institute of Chartered Accountants in England and Wales (ICAEW). In S. Bradley (Ed.), Academic career progression: Rethinking pathways (pp. 35–42). Advance HE. https://www.advance-he.ac.uk/news-and-views/%20Rethinking-the-pathways-for-academic-career-progression
Lock, D. (2022). Owned, shared and contested spaces in higher education. In E. McIntosh & D. Nutt (Eds.), The impact of the integrated practitioner in higher education: Studies in third space professionalism (pp. 93–106). Routledge.
Locke, W., Whitchurch, C., Smith, H., & Mazenod, A. (2016). Shifting landscapes. Meeting the staff development needs of the changing academic workforce. https://www.advance-he.ac.uk/knowledge-hub/shifting-landscapes
Lyall, C. (2019). Being an interdisciplinary academic: How institutions shape university careers. Palgrave.
Maguire, D. (2020). A university at the top of the national digital learning survey. https://www.jisc.ac.uk/learning-and-teaching-reimagined/a-university-at-the-top
Matthews, A., McLinden, M., & Greenway, C. (2021). Rising to the pedagogical challenges of the fourth industrial age in the university of the future: An integrated model of scholarship. Higher Education Pedagogies, 6(1), 1–21. https://doi.org/10.1080/23752696.2020.1866440
McCabe, A., Parker, R., & Cox, S. (2016). The ceiling to coproduction in university–industry research collaboration. Higher Education Research and Development, 35(3), 560–574. https://doi.org/10.1080/07294360.2015.1107888
McCune, V. (2021). Academic identities in contemporary higher education: Sustaining identities that value teaching. Teaching in Higher Education, 26(1), 20–35. https://doi.org/10.1080/13562517.2019.1632826
McIntosh, E., & Nutt, D. (2022). The impact of the integrated practitioner in higher education. Studies in third space professionalism: Introduction and literature review. In E. McIntosh & D. Nutt (Eds.), The impact of the integrated practitioner in higher education: Studies in third space professionalism (pp. 1–18). Routledge.
OECD. (2020). Resourcing higher education: Challenges, choices and consequences. https://www.oecd-ilibrary.org/sites/d6f502d9-en/index.html?itemId=/content/component/d6f502d9-en
Peseta, T., Donoghue, A., Hifazat, S., Suresh, S., Beathe, A., Derbas, J., Mees, B., Suresh, S., Sugita, C., Mallawa Arachchi, T., Nguyen, E., Johnson, L., Clark, S., Ramegowda, R., Alford, J., Manthos, M., Jose, C., Caughey, E., Reed, V., & Ashcroft-Smith, M. (2021). Dancing with power in ‘We are the university: Students co-creating change’. Journal of University Teaching and Learning Practice, 18(7), 258–274. https://doi.org/10.53761/1.18.7.16
Pleschová, G., Roxå, T., Thomson, K. E., & Felten, P. (2021). Conversations that make meaningful change in teaching, teachers, and academic development. International Journal for Academic Development, 26(3), 201–209. https://doi.org/10.1080/1360144X.2021.1958446
Puaca, G. (2021). Academic leadership and governance of professional autonomy in Swedish higher education. Scandinavian Journal of Educational Research, 65(5), 819–830. https://doi.org/10.1080/00313831.2020.1755359
QAA. (2018). Enterprise and entrepreneurship education: Guidance for UK higher education providers. https://www.qaa.ac.uk/docs/qaas/enhancement-and-development/enterprise-and-entrpreneurship-education-2018.pdf?sfvrsn=15f1f981_8
Research England. (2022a). Review of the first iteration of the knowledge exchange framework. https://www.ukri.org/wp-content/uploads/2022/02/RE-030222-KEFReviewReport.pdf
Research England. (2022b). Knowledge exchange framework. Decisions for the second iteration. https://www.ukri.org/wp-content/uploads/2022/05/RE-310522-KnowledgeExchangeFrameworkDecisionsSecondIterationReport.pdf
Roy, S. (2020). Is academic development dead? Educational Developments, 21(3), 23–26.
Royal Academy of Engineering. (2018). The career framework for university teaching: Background and overview. https://www.raeng.org.uk/publications/reports/career-framework-for-university-teaching-backgroun
Sheridan, L., Sheridan, L., Milani Price, O., Pocius, R., McDonnell, T., & Cunial, R. (2021). Work integrated learning (WIL) mainstreamed: The identity of the practitioner. Educational Research, 63(3), 319–336. https://doi.org/10.1080/00131881.2021.1927785
Smith, S., & Walker, D. (2021). Scholarship and academic capitals: The boundaried nature of education-focused career tracks. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1965570
Smith, S., & Walker, D. (2022). Scholarship and teaching-focused roles: An exploratory study of academics’ experiences and perceptions of support. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2022.2132981
Starr, J. (2021). The mentoring manual. Your step-by-step guide to being a better mentor (2nd ed.). Pearson Business.
Thomson, K. E., & Barrie, S. (2021). Conversations as a source of professional learning: Exploring the dynamics of camaraderie and common ground amongst university teachers. International Journal for Academic Development, 26(3), 320–334. https://doi.org/10.1080/1360144X.2021.1944160
Tight, M. (2018). Tracking the scholarship of teaching and learning. Policy Reviews in Higher Education, 2(1), 61–78. https://doi.org/10.1080/23322969.2017.1390690
Turner, R., & Spowart, L. (2020). Assessing the impact of accreditation on institutions. Literature Review. https://www.advance-he.ac.uk/knowledge-hub/assessing-impact-accreditation-institutions
van Dijk, E. E., van Tartwijk, J., van der Schaaf, M. F., & Kluijtmans, M. (2020). What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education. Educational Research Review, 31. https://doi.org/10.1016/j.edurev.2020.100365
Verduijn, K., & Sabelis, I. (2021). The societally entrepreneurial university. In U. Hytti (Ed.), A research agenda for the entrepreneurial university (pp. 29–42). Edward Elgar.
Wakely, L. (2021). Does the culture of academia support developing academics transitioning from professional practice? Journal of Higher Education Policy and Management, 43(6), 654–665. https://doi.org/10.1080/1360080X.2021.1905495
Wenham, K., Valencia-Forrester, F., & Backhaus, B. (2019). Make or break: The role and support needs of academic advisors in work-integrated learning courses. Higher Education Research and Development, 39(5), 1026–1039. https://doi.org/10.1080/07294360.2019.1705254
Whitchurch, C., & Gordon, G. (2017). Reconstructing relationships in higher education: Challenging agendas. SRHE/Routledge.
Whitton, J., Parr, G., & Choate, J. (2021). Developing the education research capability of education-focused academics: Building skills, identities and communities. Higher Education Research and Development, 41(6), 2122–2136. https://doi.org/10.1080/07294360.2021.1946016
Zou, T. X. P., & Geertsema, J. (2020). Do academic developers’ conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore. Higher Education Research and Development, 39(3), 606–620. https://doi.org/10.1080/07294360.2019.1685948
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Sterling, M., Blaj-Ward, L., Simpson, R., Crawford, K. (2023). New Pathways in Redesigned Academic Career Frameworks. In: Redeveloping Academic Career Frameworks for Twenty-First Century Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-41126-7_4
Download citation
DOI: https://doi.org/10.1007/978-3-031-41126-7_4
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-031-41125-0
Online ISBN: 978-3-031-41126-7
eBook Packages: EducationEducation (R0)