Context
Institutions are obliged to consider more flexible models for managing staff not only because of increasingly global, market-oriented environments, financial pressures, and changing patterns of student demand (HEFCE 2009; 2010a, b; UCEA 2006; UUK 2007a, b), but also because of changing aspirations and expectations of staff, particularly those from practice disciplines, and younger generations whose preferences may be less oriented to traditional working practices and uni-linear careers (Coates and Goedegebuure 2010; Dowd and Kaplan 2005; Enders and de Weert 2009; Gordon and Whitchurch 2010; Henkel 2009; Whitchurch 2006; 2008). At the same time there is increased mobility between higher education and other sectors, with individuals from applied disciplines, as well as specialist professionals, being appointed externally. The concept of the academic or project consultant, with multiple, fractional contracts, also arises (Whitchurch 2011).
There is therefore potential for a gap between traditional governance and management practices, the ability of institutions to respond to contemporary market pressures, and the aspirations of significant groupings of staff. Consideration will be given to both ‘hard’, structural factors such as contractual arrangements, rewards and incentives, workload models and promotion criteria; and also to ‘softer’ factors relating to the psychological contract such as line management relationships, the location of expertise and authority, the responsiveness of senior staff to bottom-up initiatives, and the relationship between different staff groupings, including academic and professional staff, senior managers, and those occupying blended roles in a ‘third space’ between academic and professional spheres (Whitchurch 2008). To this end, the study will seek to explore:
Consideration will also be given as to how different staffing models might be accommodated within and between institutions, with implications for internal comparability and equity, as well as for national bargaining arrangements.
Methodology
A literature review will be carried out, and initial discussions will take place with representatives of relevant national bodies. The study will then comprise a survey and qualitative case studies across six UK higher education institutions with a view to building scenarios of good practice in relation to the five income streams noted by HEFCE (2010a) (public and privately funded teaching, public and privately funded research, and enterprise activity), as well as in relation to activity in ‘third space’ areas such as the student experience and community engagement.
Outputs
Arising from the findings of the study it is proposed to develop scenarios of good practice in, for instance, contractual arrangements, organisational relationships, and reward and incentive mechanisms for attracting and retaining talented staff in relation to:
Research team
Dr Celia Whitchurch is Lecturer in Higher Education, Centre for Higher Education Studies, Institute of Education, University of London. She has published widely on the changing roles and identities of academic and professional staff.
Professor George Gordon has a longstanding track record of projects and publications on academic practice, professional development and the implications of a diversifying workforce.
References
Coates, H. and L. Goedegebuure (2010). The Real Academic Revolution. Melbourne: L H Martin Institute.
Dowd, K. O. and Kaplan, D. M. (2005). The Career Life of Academics: Boundaried or Boundaryless? Human Relations, 58(6), 699-721.
Enders, J. and E. de Weert (2009). Towards a T-Shaped Profession. The Changing Face of Academic Life: Analytical and Comparative Perspectives. J. Enders and E. de Weert. Basingstoke: Palgrave Macmillan.
Gordon, G. and C. Whitchurch (Eds.) (2010). Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce. International Studies in Higher Education. New York: Routledge.
HEFCE (Oakleigh Consulting) (2009). Evaluation of the Impact of Public Policy and Investments in Human Resource Management in Higher Education since 200l. Bristol: HEFCE.
HEFCE (2010a). The Higher Education Workforce Framework 2010. Bristol: HEFCE.
HEFCE (PA Consulting) (2010b). The Future Workforce for Higher Education. Bristol: HEFCE
Henkel, M. (2009). Policy Change and the Challenge to Academic Identities. The Changing Face of Academic Life: Analytical and Comparative Perspectives. J. Enders and E. de Weert. Basingstoke: Palgrave Macmillan.
UCEA (2006). Recruitment and Retention of Staff in Higher Education 2005. London: UCEA.
UUK (2007a). The Changing Academic Profession. London: UUK.
UUK (2007b). Talent Wars. Policy Briefing. London: UUK.
Whitchurch, C. (2006). Professional Managers in UK Higher Education: Preparing for Complex Futures. Interim Report. London: Leadership Foundation for Higher Education.
Whitchurch, C. (2008). Professional Managers in UK Higher Education: Preparing for Complex Futures. Final Report. London: Leadership Foundation for Higher Education.
Whitchurch, C. and Gordon, G. (2011). “Some Implications of a Diversifying Workforce for Governance and Management”. Tertiary Education and Management 17(1): 65-77.