Flexible professionals jisc 2010 v2 comm
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  • 1. Flexible Professionals Adapting H.E. Roles for a Changing Environment Dr James Howard Centre for the Development of Learning & Teaching
  • 2. Flexible Professionals One strand of a unified response to the drivers that are currently shaping our institutional planning and practice. Builds on the recognition that as the context in which H.E. professionals operate changes, so must our definition and design of their roles, the expectations we place upon them and the support and development we make available. Increased focus on technology enhanced learning provides the central impetus behind the initiative and the platform for the proposed response.
  • 3. Drivers UoC Professional Distributed Campus Culture change Changing estate Gateways Peripatetic practice Programmes Partnerships Practitioners Vocational / WBL H.E. Sector context Competition Reduced resource New markets Increased efficiency New business processes Funders priorities Regional role Change programme Academic restructure P.S. restructure Business plan Curriculum review Modes of learning eAdministration TEL / Flourish Course development CPD / Enhancement
  • 4. Flexible Professional Approach
    • FP approach currently has three elements:
    • Agreeing expectations in relation to TEL
    • Capturing and rewarding development and enhancement
    • Engaging staff in ongoing conversation / continuous planning cycle
    • FP process focuses on:
    • Supported self-audit at start of process utilising eportfolio (Flourish eCPD)
    • 3 sets of competencies identified: threshold, accomplished, expert
    • Competencies linked to responsibilities: T&L / Mentoring / Leadership
    • Focus on developing critical mass and cascading expertise
    • Supported by online support, communication and resources
  • 5. Flexible Professional Approach
    • FP approach integrates with:
    • CPD framework (UKPSF)
    • PgCinLTHE
    • Leadership & Management Framework
    • Business plan and Academic strategy
    • Appraisal process
    • Review of JD/PS within restructure
    • Estates development programme
    • HR Strategy / workforce planning
  • 6. Challenges
    • Move beyond competencies: values, perception of role, professional identity
    • Fully model the flexible professional approach in support / development
    • Respond to diversity in staffing base
    • Timing of initiatives and time to focus on them
    • Respond to the shifting boundaries between learners and teachers
    • Addressing structural issues, process, system infrastructure
    • Balancing achievable goals with institutional aspirations
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