My recent article with David Walker explored perceptions of support for those on teaching-focused career pathways. A survey instrument helped elicit a cross-section of experiences from different institutions and disciplinary areas across UK Higher Education.
We find that challenges remain to advancement, including institutional consistency in applying its own criteria, and understanding of scholarship by those comprising promotion committees (most of whom have progressed through traditional research pathways). In addition, we note that challenges exist concerning the time allocated to scholarship for those with heavy teaching loads and recognise that this differs across the sector and within some institutions.
What does this mean if you’re seeking career advancement?
- if you’re looking to move institutions, be clear on any differences in criteria and expectations
- seek internal support via mentoring from colleagues that are more advanced in their careers
- engage with external recognition schemes e.g. Senior Fellowship of Advance HE is often an indicator of evidence at the Senior Lecturer level
- engage with external interest groups or communities to share your work and build a network of potential collaborators and mentors
You can read our paper here: Susan Smith & David Walker (2022) Scholarship and teaching-focused roles: An exploratory study of academics’ experiences and perceptions of support, Innovations in Education and Teaching International, DOI: 10.1080/14703297.2022.2132981
Susan Smith 