“I quickly began to believe in myself”: Empowering professional services colleagues through professional recognition of their teaching and learning
DOI:
https://doi.org/10.56433/c49hb751Keywords:
Professional recognition, Communities of Practice, reflective practice, Professional standards framework, professional developmentAbstract
Addressing the challenges that Professional Service (PS) colleagues can face in attaining Advance HE recognition, this paper presents the initiatives undertaken at Manchester Metropolitan University to address this challenge. The paper outlines the framework and approach used to raise awareness and demystify the process of Advance HE recognition. Both quantitative and qualitative data will be shared indicating the success and impact of the initiative, offering food for thought in how institutions encourage and engage PS staff to attain recognition. Using service data from the last five academic years, and research data gathered from a two-year institution-wide project into experiences of gaining Fellowship, this paper will reflect upon a dramatic increase in the number of colleagues from PS gaining Advance HE recognition.
Firstly, the paper will outline the steps we have taken to challenge hidden biases and assumptions that previously favored colleagues in academic roles. Secondly, the paper will detail a cohort approach to supporting whole areas of PS in these goals, creating temporary communities of practice working towards recognition. Finally, the paper will document the headline figures around the growth of our PS colleagues gaining AdvanceHE Recognition. Across the past four academic years, approximately 37% of all awarded Fellowships (across all categories) have been to colleagues in PS roles. Data also reveals an evolution across the past four years where PS colleagues seeking Advance HE recognition have shifted from predominantly applying for Associate Fellowship to a more even spread across all categories of Fellowship in 2024/25.
By sharing the approaches taken and research into the experience of PS colleagues, it is hoped that colleagues in PS roles and colleagues with responsibilities for supporting PS colleagues to achieve recognition of their teaching and learning practice can take some of the lessons learnt and apply them to their own work.
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