The document discusses the often overlooked role of university administrators in higher education, particularly in assessment processes. It highlights their professional identities and contributions to student assessment, identifying them as vital yet invisible workers within the university system. A qualitative study aims to explore these contributions and the perceptions surrounding them amidst changing educational landscapes.

1. UNIVERSITY ADMINISTRATORS AND ASSESSMENT WORK
Charlotte Verney, Higher Education Administration Manager, December 2016
“University Administrators”
Who? Staff who work in university academic units
(faculties, schools, departments) and central units, who
are not lecturing staff.
Why?
• Little research about their contributions
• Existing research explores a broad & diverse group
• Often undervalued and ‘invisible’ (Rhoades, 2010)
• Non-academic posts c.50% workforce
Boundaries Blurring
(Whitchurch, 2008)
Hochschulprofessionelle
(Klumpp &Teichler, 2006)
Professionalisation
(Allen-Collinson, 2006)
Third Space
(Whitchurch, 2012)
Professional Identities Changing
(Gordon & Whitchurch, 2010; Henkel, 2005)
Higher Education Work Changing
(Kehm, 2015; Hyde, Clarke, Drennan, 2013)
“Assessment Work”
What? Any task or activity that contributes to the
process of student assessment and the award of
credit
Why?
• Core learning & teaching element
• Academic ownership critical
• National & Local changes, issues, debates
• Specialised areas e.g. plagiarism
Involves a wide range of administrative staff, from
the most junior, to the most senior, and involves
‘invisible workers’.
Academic Registrar Complaints Officer
Registry Officer Course Officer
IT Developer Quality Officer
Case Study
AIM
To investigate and raise awareness of the work, experiences, knowledge and contributions of
university administrators in UK Higher Education
“Administrators who
contribute to Assessment”
WHO are the university
administrators contributing to
assessment?
WHAT are they doing to contribute
to their university?
WHAT are they doing to contribute
to the assessment process?
HOW are their contributions
perceived, valued and
understood?
UNCERTAINTY CHANGE TEF / GPA TECHNOLOGY
STUDENT
EXPECTATIONS
FINANCIAL
PRESSURE
PARTICIPANTS
Engaged in one or more
activities related to student
assessment, directly or
indirectly.
At least two years experience in
current role.
QUALITATIVE INTERVIEWS
Semi-structured topic guide
Tools/Activities
Network Map
Card-Sorting
PILOTING DATA METHODS
3-5
semi-structured interviews
using tools & activities
CONTEXTUAL DATA
Expert Interview
with Academic Registrar
Documentary Analysis
Strategies, Procedures,
Regulations
PRE-INTERVIEW ACTIVITIES
Biographical
Questionnaire / Career Life Grid
Network Map
MAIN STUDYPILOT
SAMPLE
Purposive-Stratified
Range of seniority
Range of organisational location
Range of disciplines supported
5-20 flexible design
knowledge
jurisdiction
nature of
work
relationships
visibility
identity
Why
Assessment?
What does the contribution of university administrators to the assessment process within one UK university
reveal about the nature of higher education work and professional identities?