by Julie Hulme and Deborah Lock
Becoming a professor is not easy but for some reason becoming a professor in teaching and learning, or from a professional practice base, appears to be harder than most. Part of this is because there is no consensus about what a pedagogic or practitioner professor looks like, and part of this is linked to uncertainty about appropriate selection criteria, and the type of evidence required to demonstrate professorial behaviours and activities (Evans, 2015a, 2015b).
There is a lack of guidance and role (and real) models that aspiring professors (education, scholarship and/or professional practice) can turn to for advice about teaching and learning career pathways (Evans, 2017). According to McHanwell and Robson (2018): “There are relatively few teaching-focussed staff in more senior positions who can review, mentor and support teaching staff; act as role models for junior staff who are seeking to develop a teaching/education career (Fung and Gordon, 2016); and help individuals to collate a mix of quantitative and qualitative evidence that provides a clear sense of their teaching achievements.”
The Professors in Preparation network (#ProfsInPrep) was established in October 2018, following a discussion about these issues on the PFHEA email list in which leaders in higher education were commenting on the challenges of gaining reward and recognition for their education and scholarship achievements. We decided that the time had come to instigate change for ourselves, and arranged what was to be the first of a number of workshops, webinars, and other events. The network found an online home on OneHE, and the community now hosts around 150 aspiring professors, plus professorial mentors (many from the National Teaching Fellow community).
#ProfsInPrep aims to provide aspiring professors with a supportive community through which the pooling of knowledge through the sharing of and reflection on ‘lived’ experiences, and identity stories to aid successful applications (Waddington, 2016, Macfarlane and Burg, 2019). The network is based on the premise of a virtuous circle in which members who achieve professorship continue to contribute and provide support to the next generation of professors. In other words, we have established a ‘pipeline’ community for those who contribute to higher education through educational or practitioner-based careers.
The goals of the network are not only to support reward and recognition. Recent media coverage has portrayed academia as a competitive, individualistic professional environment, framed in terms such as “upward toxicity”. Psychological research suggests that transformational leadership, which builds collegiality and strong team identities, can improve mental health and wellbeing of individuals, reduce staff turnover, and produce higher quality work (Cheng et al, 2016). Likewise, Holliman et al. (2016) suggest that “academic kindness” can support productivity, and professional development within higher education, for both students and colleagues. Our review of academic promotions criteria suggests that promotion frequently depends upon research outputs and grants, which are largely individually driven (although we recognise not always), even within educational pathways. A focus on individual success can reduce motivation for academic citizenship and collegiality that could facilitate academic kindness and potentially counter the supposedly toxic culture. We suggest that promotion pathways need to reward such collegiate behaviour.
Increasingly, universities are offering educational and practitioner pathways to promotion, and some are building academic citizenship and service into their criteria. However, the progression of individuals along these pathways has not yet enabled the centrality of education within the mission of higher education to be adequately reflected. We suggest that promoting academics to the professoriate who embody the values of inclusion, collegiality, and caring, often located within those on educational and practitioner-based careers, can help to change the culture of academia, and bring kindness, instead of toxicity, to the fore. Those who achieve promotion via these routes will then be available to act as role models, and, as well as helping other aspiring professors to understand the ambiguity of promotion criteria and facilitate the progression of more minoritised groups, such as women and BAME individuals.
Ultimately, our intention is to facilitate the development of a professorial community that represents the rich diversity that exists within the sector, and that can self-propagate through mentoring and support. We suggest that an academically kind professoriate, promoted for service to students, education, and professional practice, will provide the leadership that is needed within 21st century higher education.
Join #ProfsInPrep at: https://bit.ly/pipjoin
Julie Hulme is a Reader in Psychology at Keele University, a Chartered Psychologist, National Teaching Fellow and Principal Fellow of the HEA. Deborah Lock is Deputy Head of College and Professor of Inclusivity and Innovation in Teaching at Lincoln International Business School, and a Principal Fellow of the HEA. Together, Julie and Deborah founded the Professors in Preparation network in October 2018.
Cheng, C, Bartram, T, Karimi, L and Leggat, S (2016) ‘Transformational leadership and social identity as predictors of team climate, perceived quality of care, burnout and turnover intention among nurses’, Personnel Review, 45(6): 1200-1216
Evans L (2015a) ‘What academics want from their professors: findings from a study of professorial academic leadership in the UK’ in Teichler U and Cummings W (eds) Forming, recruiting and managing the academic profession. Vol 14 of The Changing Academy – The Changing Academic Profession in International Comparative Perspective series. Cham: Springer
Evans, L (2015b) The purpose of professors: professionalism, pressures and performance. Stimulus paper commissioned by the Leadership Foundation for Higher Education. London: LFHE
Evans, L (2017) ‘University professors as academic leaders: professorial leadership development needs and provision’ Educational Management Administration & Leadership 45(1): 123-140
Fung, D and Gordon, C (2016) Rewarding educators and education leaders in research-intensive universities York, UK: Higher Education Academy
Holliman, AJ, Hulme, JA and Wilson-Smith, K (2019) ‘Transition and adaptability in educational and organisational contexts’ Psychology Teaching Review 25(1): 4-11
MacFarlane, B and Burg, D (2019) Women professors as intellectual leaders Leadership Foundation: University of Bristol and University of Southampton
McHanwell, S and Robson, S (2018) Guiding principles for teaching promotions York, UK: AdvanceHE
Waddington, K (2016) ‘The compassion gap in UK universities’ International Practice Development Journal 6(1): 10
This is the fourth in a ‘virtual symposium’ series which began with Jane Creaton’s blog on 28 February 2020: Leadership in a Changing Landscape.