Exploring the Support and
 Development Needs of New
  Lecturers in the Business,
Management, Accounting and
Finance (BMAF)...
Structure of Presentation
• Introduction to the BMAF Project
  – Overview
  – Preliminary observations re: pilot study


•...
The BMAF Project
Aim of the study:
• To identify what the needs of new teaching staff in BMAF
  disciplines are and to asc...
Project Continued
Target Population:
• Strategic: Dean or Associate Dean and senior management with
   overall responsibil...
Process
• Pilot Stage
  – September – December 2008
  – University of Liverpool + University of Ulster


• Main Stage
  – ...
Personal Experiences
• Research background:
  – Publications
  – different skill set


• First experience as a PI

• Overa...
Benefits of BMAF Award
• HEA/BMAF – supportive awarding body –
  particularly for a ‘mid-career’ researcher
• Introduced t...
Challenges...
• Lack of previous fund holding experience yet
  ‘assumptions’ continuously made of ‘know-
  how’...
• Compl...
What does a first time PI need?
• A mentor – (did in the form of the Educational
  Development Division)
• Support in deve...
Information that would help the
              process...
1. Flow chart of internal research process (IRIS)
   showing: who...
Questions
• Advice please!

• How might we successfully disseminate the
  findings of the NLP? – most useful
  disseminati...
Contact details
Dr Philippa Hunter-Jones
University of Liverpool Management School
T: 795 3018
E: P.Hunter-Jones@liv.ac.uk
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Philippa Hunter Jones: Exploring the Support and Development Needs of New Lecturers in the Business, Management, Accounting and Finance (BMAF) Subject Areas

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Philippa Hunter Jones: Exploring the Support and Development Needs of New Lecturers in the Business, Management, Accounting and Finance (BMAF) Subject Areas. Slides from the University of Liverpool Learning and Teaching Conference 2009.

One indirect mechanism for enhancing the student experience is to ensure that those responsible for the learning experience, in the case of this paper Higher Education (HE) institutional teaching staff, are suitably equipped to fulfil this role to the best of their capabilities. The aim of this paper is to introduce the audience to a Higher Education Academy (HEA) research project, ongoing within the BMAF subject centre, which seeks to enhance the quality of this output. The primary aim of the project is to identify the needs of new teaching staff in BMAF disciplines and to ascertain how BMAF can best offer support to individuals, departments anduniversities. The research process was segmented into two stages. Stage one, the pilot stage, included two UK HE institutions and was conducted during the autumn of 2008. Stage two, the main project, included six UK HE institutions and took place during the spring/summer of 2009. This paper focuses primarily upon the pilot stage of the project. It outlines the research process adopted and comments upon the preliminary observations arising at this stage.

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Philippa Hunter Jones: Exploring the Support and Development Needs of New Lecturers in the Business, Management, Accounting and Finance (BMAF) Subject Areas

  1. 1. Exploring the Support and Development Needs of New Lecturers in the Business, Management, Accounting and Finance (BMAF) Subject Areas Dr Philippa Hunter-Jones ULMS
  2. 2. Structure of Presentation • Introduction to the BMAF Project – Overview – Preliminary observations re: pilot study • Share experiences of receiving a HEA Subject Centre Award – Research background – Benefits + challenges! – End thoughts
  3. 3. The BMAF Project Aim of the study: • To identify what the needs of new teaching staff in BMAF disciplines are and to ascertain how BMAF can best offer support to individuals, departments and universities. Working definition of a New Lecturer (NL): • Permanent full-time or part-time contract as a lecturer, even if fixed term; • Employed in a BMAF discipline area, ie not economics, law or hospitality; • Within the first 3 years of their first academic post, possibly just into the 4th year, if required to achieve numbers; • Not Graduate Teaching Assistants (GTAs).
  4. 4. Project Continued Target Population: • Strategic: Dean or Associate Dean and senior management with overall responsibility for academic staff resourcing, quality management and learning and teaching within the business school. The Head of the Educational Development Unit (EDU) or equivalent. • Operational: 2-3 programme directors/module leaders within the business school and the EDU lead for the HEI Certificate in HE teaching. • New Academics: 6-8 new academic staff, i.e. within 3-4 years of their first academic post, with a sample selected to reflect where possible, subject specialism, career stage, gender and contract type in the HEI.
  5. 5. Process • Pilot Stage – September – December 2008 – University of Liverpool + University of Ulster • Main Stage – Launched January 2009 (-June 2009) – 6 institutions
  6. 6. Personal Experiences • Research background: – Publications – different skill set • First experience as a PI • Overall gained a tremendous amount out of the experience
  7. 7. Benefits of BMAF Award • HEA/BMAF – supportive awarding body – particularly for a ‘mid-career’ researcher • Introduced to key players in BMAF and Association of Business Schools (ABS) • ‘Testing’ of internal research processes – IRIS, RBS, Finance, Purchasing etc • Professional Development in T+L which has opened up opportunities for pedagogical research/output
  8. 8. Challenges... • Lack of previous fund holding experience yet ‘assumptions’ continuously made of ‘know- how’... • Complex project – cross-institutional, tight timescale • Delay in exchange of contracts = delay in receipt of monies... • Restrictions on use of monies = surplus...
  9. 9. What does a first time PI need? • A mentor – (did in the form of the Educational Development Division) • Support in developing the necessary skill set to apply for a grant and then to cope with success!! • Information detailing internal research process – both central (RBS) and home department/School
  10. 10. Information that would help the process... 1. Flow chart of internal research process (IRIS) showing: who is involved, at what stage, time lag between stages, who needs to approve applications, relationship between RBS + own department/School. 3. Summary sheet of common features of a grant application eg travel costs, accommodation costs, research support costs etc
  11. 11. Questions • Advice please! • How might we successfully disseminate the findings of the NLP? – most useful dissemination format/s? • How might I be more successful at coping with success?!
  12. 12. Contact details Dr Philippa Hunter-Jones University of Liverpool Management School T: 795 3018 E: P.Hunter-Jones@liv.ac.uk

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