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Staffing and Qualifications: A personal perspective

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Anticipation the Future Panel presentation by Professor Graham Webb for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).

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Staffing and Qualifications: A personal perspective

  1. 1. Staffing and Qualifications: A personal perspective<br />17 February 2011<br />Education 2011 to 2021- Global challenges and perspectives of blended and distance learning <br />Prof. Graham Webb<br />
  2. 2. Staffing and Qualifications<br />These are personal observations - not institutional views<br />Where are we?<br />flexible learning qualifications are a sub set of qualifications for HE teaching more generally<br />non-professionalised ‘profession’<br />basic qualification . . competencies<br />registration (de-registration)<br />requirement for continuing professional development<br />alone as a non-profession . . alone in teaching (even Grad Certs)<br />
  3. 3. Staffing and Qualifications<br />curious in a credentialising industry<br />most HE teachers do not see the need<br />most leaders are uncredentialed and ignorant of the discourse<br />“Grad Certs have not been proven to make a difference” (not true Grad Certs . . . true for PhDs?)<br />
  4. 4. Staffing and Qualifications<br />Lack of professionalisation means the discourse is stuck<br />Journal articles . . enthusiastic reinvention<br />most teachers unaware of discourse<br />most do not go near Academic Development/Teaching Centres (AD/TC)<br />AD/TC staff recruitment an issue . . lack of professional structure<br />Positive: promotion . . . career progression in teaching has improved greatly<br />But . . no fundamental change obvious <br />
  5. 5. Staffing and Qualifications<br />Where might we be going?<br />Research productivity . . . accountability<br />competition in the recruitment of highly productive research staff<br />incentives . . . teaching relief<br />accentuated by baby boomer retirees<br />consequence: continued trend towards teaching concentrated, teaching only, casual teaching positions<br />
  6. 6. Staffing and Qualifications<br />Where might we be going?<br />Increasing competition<br />pressure to lower costs (labour) . . as competition grows with private providers with no research requirement<br />greater staff flexibility required (market demand shifts . . . fluctuating enrolment patterns, campus patterns)<br />continued drift to casualisation, remote working, multiple employers<br />
  7. 7. Staffing and Qualifications<br />Where might we be going?<br />Some specialisation in roles<br />to gain advancement through leadership, some will take PhDs, teaching qualifications, flexible learning qualifications<br />eg group leaders, coordinators, supervisors, quality assurers . . . to distinguish from contract ‘teachers’<br />Qualifications? leadership, management, QA, interpersonal skills<br />another set: project management, training, technical LMS (plug in) developers . . . professional skills courses<br />
  8. 8. Staffing and Qualifications<br />Where might we be going?<br />In short<br />continuation of non-professionalised HE teaching profession<br />greater recognition of research<br />greater distinction between research and teaching concentrated/ teaching only staff<br />continuation of trend towards casualised staff<br />some career advancement possibilities through leadership and technical credentialing<br />
  9. 9. Staffing and Qualifications: A personal perspective<br />17 February 2011<br />Education 2011 to 2021- Global challenges and perspectives of blended and distance learning <br />Prof. Graham Webb<br />

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