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The Power of Words (in references)

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Category : Career

http://www.sxc.hu/photo/1338212

Does gender unintentionally affect reference writing, and how much affect does that have upon careers?

The 2009 work to which I am referring (by J. Madera, M. Hebl and R. Martin in the Journal of Applied Psychology) considered letters of reference written for academics, looking at common adjectives used to describe men and women, and explored how these letters – and the words used – affected the actual hiring decisions. In general, women were more likely to be described by rather passive and emotive words (described in the original paper as “communal” adjectives) such as affectionate, tactful, sensitive and helpful. These are words that may indeed correctly describe any individual, they are not negative words, but they may not be seen as central to the job an academic does. In contrast, men were more likely to be described by so-called “agentic” words – words that stress the active sense of doing, rather than merely being, and words that might be correlated with strength. Adjectives that fit into this category include assertive, dominant, ambitious and intellectual. These words convey a sense of mastery over a field, not a predilection to nurture someone else. The reported analysis demonstrated that the use of these agentic words did not appear to have a significant effect on hiring decisions, but the presence of communal words did. In other words, describing women with stereotypical female words disadvantaged the women. Interestingly, female referees were more likely to use these unhelpful, stereotypical words about women than male writers. One can speculate why this might be, but the concern is that – almost certainly unconsciously and unintentionally – many letters of reference contain words that are damaging to a woman’s case, and hence to her future career.

Read full story.

Please, don’t spoon feed!!

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Category : Academic, Career

http://www.sxc.hu/photo/1356758

Oh, I’m so with this story… one of the greatest gifts we can give students – a responsibility for their own learning… be the guide on the side, not the sage on the stage!

On his finding that one in three first-year undergraduates struggle to learn independently, he said: “They are not taking control of their learning in the way we would want them to because they still want to be trained like they were at school.”

Dr Ovens added that the current generation of students had been assessed “more than any other”, and that the problem of dealing with students unused to independent learning was not unique to the UK: “When we talk to colleagues worldwide, they have very similar problems, and they agree that the problems are getting progressively worse year on year.”

Current UK reforms focusing on the student experience carried the risk of a “knee-jerk” response that would lead to even greater spoon-feeding of students, Dr Ovens said.

He argued that academics had to respond to these issues by treating students as independent scholars: “Their autonomy is the single biggest value that can be developed; academics should not view students as empty vessels to be filled with knowledge.”

Read full story.

Do we write our students off as heroes or zeroes?

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Category : Academic, Career

http://www.sxc.hu/photo/1109209

It’s very easy to ‘decide’ whether students look like they’re worth the extra effort or not, but as Tansy Jessop has always said (notably in the PGCLTHE teaching), all students can learn, so I was really interested to see this article:

That evening at the Queen’s Hall I realised something about my own profession with great clarity. We who teach in further or higher education often look at the students who aren’t applying themselves and dismiss them as useless ne’er-do-wells. Our contempt is really no more than a reflection of theirs: they seem to insult us by their total lack of interest in the subjects to which we have devoted our adult lives. It irritates us. These kids shouldn’t be in a college or university, we mutter to ourselves. They’re a waste of space, time and funding.

And yet, I see now, we actually have no idea who we might be dealing with or what’s going on with any of our students. Ralph and I must have seemed annoyingly hopeless at the age of 16 or 17, but in fact some kind of mental activity must have been stirring in us. We found our separate ways to what we were destined for, and society did eventually begin to get something back from us. It’s just that society had no idea in advance what it would get, or from whom. And we had no idea either.

Read full story.

UK Professors… What are they good for?

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Category : Academic, Career

Another very interesting debate in Times Higher Education:

Professors should provide intellectual leadership, but some incumbents have other priorities or misunderstand their role. Bruce Macfarlane asserts that universities must find a way to get the best out of the best

I became a professor seven years ago, after working in higher education for 16 years. It felt like a big deal. I distinctly remember preparing for the interview that would determine whether I would be awarded the title. I anticipated being asked how I would see my role as a professor and so searched around for anything written about what professors are expected to do. I was to be disappointed.

What I found was plenty of guidance on how you become a professor – publish (a lot) in high-impact journals, get big research grants, attain an international reputation and so on. Achievements in teaching and service were mentioned but were subtly sidelined. To adapt a phrase from George Orwell, some bullet points are clearly more equal than others. But there was something almost wholly missing from the literature. What does it mean to be a professor (in the more selective British sense of this term)? In other words, what do you do when you become one?

A simple answer to this question is to just carry on as before: get more research grants, continue to publish, further build your reputation and esteem indicators. However, most UK professors, as I have subsequently discovered from my research on the subject, think it is more than a career grade. It is also a leadership role.

While becoming a professor may demand high levels of individual achievement, being a professor involves more collective instincts. A professor must help others to develop and act as a catalyst for their ideas as well as his or her own. This calls for a different, more selfless set of qualities. In short, being a professor involves intellectual leadership.

More material on p.6, and the editorial.

From PhD to published…

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Category : Academic, Career

Originally written on the train, on the way back from Scanner’s Night.

In 1991 (I think it was) I picked up a postcard ‘Women of Britain‘ at the Imperial War Museum. So started a fascination with British wartime propaganda posters… With an A-Level project, a BA dissertation, and a PhD in the subject, as well as chapters, articles and press coverage, I think you can call me the world’s No 1 authority on the subject.. And with my specialist knowledge on Keep Calm and Carry On, why have I not published?

Why publish?

I work in academia, and publishing is core to moving forward in the sector, but I’m now working outside of my core discipline of history, so the core reason for me is that I want to see MY book on the shelves. I really won’t feel that the PhD is ‘done’ until I see that, although I have put the PhD (minus images) on my website under a Creative Commons attribution licence.

So why haven’t I published before now?

There are two big reasons. Time is one of them. Those of you who know me, know that I have multiple different interests and get involved in lots of things, and for a while the project felt ‘done’, although I’ve always known that I wanted to publish. A bigger reason, however, is that I haven’t had a stable job (well, a stable/horrible job followed by redundancy/world travels, then contracts), and that I keep moving house. At present, I haven’t moved house for 1.5 years, and have 0.5 of a permanent job, combined with variety of interesting projects… So time is still tight, but I’m thinking a minimum of an evening a week will start to move me forward… The other issue is image rights… And I’ll come back to those. I suspect there’s also a fear of putting the material out there, but it’s currently been outweighed by the fear that someone else (less qualified clearly) may publish first!!

What have I already got in place?

Well, of course, the PhD is already written, but needs to be re-written for that elusive ‘non-academic specialist’ or ‘academic non-specialist’ audience! I have already written a chapter for London Transport Museum, and have journal articles in process. I also have a promise from Lord Asa Briggs (who was one of my PhD examiners and described my work as ‘highly readable’) to write the foreword, so I should chase that up! I have some ideas of publishers, and need to pull that together into a list, and decide where to approach. I can do this with the help of my PhD supervisor, Dr Martin Polley, who I’ve helped to create a website for (expect him to be in demand in Olympics year, it’s one of his specialisms), and who is going to help me get to book proposal stage.

So how to overcome the obstacles?

OK, so time: start! I’ve set myself the start of Semester 2 (15th January) to get the book proposal done, and need to organise times with Martin to do that. I have already been told by someone from Manchester University Press that should I get the image rights sorted I I’ll have publishers biting my hand off … And that was before Keep Calm and Carry On kicked off. So, the image rights. The majority of the posters are out of (Crown) copyright, but as I don’t own the originals I would need to obtain materials from the Imperial War Museum or the National Archives – potentially in a deal to co-publish (although the IWM recently published a text, but it’s very much a populist text), otherwise with at least £8000 of costs. I do wonder, however, about an opportunity to crowd-source poster owners, who would probably love to see their images in a book, and Onslow’s may be interested co-publishing. All avenues to be explored when the book proposal is complete. Then there’s the question of developing a timescale/plan to write the book itself… But that can be broken down to a chapter at a time.

Why now?

On our office wall is a quote: “It always looks impossible until it’s done” (Nelson Mandela), and that was reiterated tonight, when I attended Scanner’s Night – which focused upon ‘idea-storming’.

Stage 1) Identify what you want to do in one sentence (publish my PhD as a book)’ and what excites you about that (holding my book in my hands.. And knowing that others can enjoy it). There’s a sheet to write ideas that you want help with – and others can offer that help.

Stage 2) Identify the major obstacles stopping you, and, in a group, storm ideas to get past it/them. (Time/image rights/#getbexwriting required)

Stage 3) On the action sheet write name/sentence/an action that you can undertake in an hour or so. (Break the project down as to what needs to be done, clarify the obstacles, and think through ways to get last them).

There was also a sheet to ‘give away’ your ideas. So, there you have it. I think, unlike #getbexrunning, I’m not sure I want to force people into another ‘cheer Bex on’ group, but do feel free to cheer me on/hold me accountable via this blog… Combined will encouragement to chill out!!

See @ww2poster for more on the subject of wartime posters…

Poor marks for compulsory (HE) teacher training

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Category : Academic, Career

http://www.sxc.hu/photo/1107036

http://www.sxc.hu/photo/1107036

Interesting, having recently completed my PGCLTHE (which I found helpful)… the general gist of the story is that there is support for the idea that all who teach in HE should be appropriately qualified, but there’s a debate as to how this should be done, and whether this should aim for ‘one size fits all’…

It said at the time that it “strongly recommended” that all new academic staff “be required” to complete an HEA-accredited teaching programme, such as the postgraduate certificate in higher education.

It also said that all postgraduates who teach should undertake training, that existing staff should be “offered opportunities” to do a PGCHE or the equivalent, and that classroom observation should become part of any teaching qualification.

But the HEA’s report on the consultation, published this week, reveals that more than 70 per cent of respondents oppose compulsory discipline-based teaching qualifications.

Read full story.

Pathways to ‘Plod’ in @timeshighered

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Category : Academic, Career

http://www.sxc.hu/photo/1254880

http://www.sxc.hu/photo/1254880

I picked this story out as I think this can apply as much to the arts as to science…

The impact agenda rewards unoriginal thinkers and threatens to snuff out the bright ‘Sparks’ who could change the world, warns Bill Amos

It seems to me that there are two types of scientist in the world: those who think mainly about doing science and those who think mainly about how to get funding to do science.

The former (let’s call them the “Dr Sparks”) live and breathe science. They think about little else, whether at work, at home or on holiday. They would probably still do what they do even if they weren’t paid. Their passion, bred out of deep insight, provides fertile ground for innovation and breakthroughs of exactly the sort the government wants and believes science funding should deliver.

However, there is a downside to being a Dr Spark. Such scientists are often viewed as brilliant or crazy in equal measure. Few of their peers properly understand their latest work or its implications because the Dr Sparks plough new and difficult furrows. They usually struggle to get funding, partly because they are often so wrapped up in their research that they don’t put enough time into their funding proposals, and partly because they often assume that the importance of their work is self-evident. Consequently, for every glowing report that says their research will change the world, there will be one or two others that completely miss the point and brand it “unfundable”. These days, only uniformly acclaimed proposals tend to get funding.

Read full story.

Academic working hours

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Category : Academic, Career

http://www.sxc.hu/photo/1267744

Recognising that I’m incredibly fortunate to be doing work that I (mostly) enjoy, I’m also seeking to find a better balance, ensuring I have time for friends, etc… The truism is true: nobody on their deathbed wishes they had spent more time at the office.

What was once vaguely containable in a 9-to-5 regime has expanded, so we must work evenings and weekends. We are trapped in a structurally embedded “long hours culture”, where hours in excess of the 48 stipulated in the European Union Working Time Directive have become normalised. Yet, while everybody grumbles and deplores, nobody seriously tries to do anything about it. A young female lecturer of my acquaintance who tried to keep her weekends free was told by her dean that she could not expect promotion if she took that attitude. And it is a sad truth that many academics are workaholics, literally addicted, as managers trying to remove some tasks from them have witnessed.

As Pete Phillips recently told us at #cnmac11, we need to take time out to think creatively:

These thoughts are echoed in this article:

We need to turn our backs on what feminist scholar Cynthia Cockburn has called “heroic masculinity”, admitting that as human beings we need time “to stand and stare”. We need to raise the value of part-time work and job-sharing and, as T.S. Eliot said, “redeem the time”.

Read full story, and let’s remind ourselves of what Henry Ford said:

“It’s that man down the corridor,” he explained.

“Every time I go by his office he’s just sitting there with his feet on his desk. He’s wasting your money.”

“That man,” replied Ford, “once had an idea that saved us millions of dollars. At the time, I believe his feet were planted right where they are now.”

Is it worth ‘teacher coaching’ at University?

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Category : Academic, Career, Coaching

http://www.sxc.hu/photo/667183

Is ‘teacher training’ at Higher Education level worthwhile? Well, as someone who’s in the Learning & Teaching Development Unit, clearly I think so! I completed my PGCLTHE earlier this year, and found it great to challenge my thinking on the way that I teach, and it’s changed my practice hugely. There’s plenty of comments on this story in the Times Higher Education:

Where academics were instructed on how to teach better, Dr Robson said, peer review of their lectures could be used, although this would only be right for staff that had received “long-term training”.

Dr Robson added that self-evaluation could be useful, with lecturers asked to provide examples of how their training did or did not improve their teaching.

They could also use National Student Survey scores to show improvements, she argued.

Other areas could be assessed more simply (whether staff had absorbed basic health and safety training could be ascertained using a simple questionnaire, for example). But leadership and development coaching needed something “more detailed”, Dr Robson said, such as appraisals by line managers three to sixth months after completion.

Where staff took on much more “intensive” training, scores could be given on performance, which could then be used to calculate the return on investment.

Teaching Overseas: A Cultural Challenge

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Category : Academic, Career

http://www.sxc.hu/photo/659902

Fascinating insight into teaching practice from Dr Jennifer Hill, a lecturer who had a six-month tour of Iraq with the Royal Engineers as a Territorial Army officer:

But Dr Hill’s time in Iraq was not just about serving Queen and country. Working with a completely different set of students made her a better teacher, she believes.

“We were there doing post-war reconstruction and helping to get their infrastructure back on track,” she said. “I was in charge of a group educating and training local artisans, who were learning under a system with no formal framework of qualifications.

“These electricians and carpenters had a certain level of technical knowledge, but they could not apply it beyond their basic training.”

Saddam’s regime, she said, “had completely squashed their ability to think for themselves and problem-solve.

“We encouraged them to reflect on their strengths and weaknesses – to make their own decisions and think more creatively.

“It made me think about how I taught my students in Bristol, and consider whether I spent too much time thinking about the cognitive and academic demands of a course, rather than how students were interacting with each other or approaching materials.”

Also a great advocate for PGCLTHE:

Dr Hill is an unapologetic advocate for compulsory teacher training for young academics. She took a postgraduate certificate in teaching and learning at her own university seven years ago and highly recommends the experience.

“The course validated many of my teaching activities, clarified the theoretical foundations on which they were based and prompted me to consider how I could improve my practice, especially how to engage students more actively in their learning.”

Increased use of podcasts, video clips and other new-media materials is another way that teaching can be improved, she said.

“I teach a lot of bio-geography about forests and deserts, and it’s often difficult to convey what a place is actually like.

“I film a lot of stuff on location and students love it, but you have to make sure it’s engaging with them in a useful way. When I first did it, students were not coming together or learning from each other.”

She also cautioned against allowing students to think that their lecturers will spoon-feed them with all the materials they need.

“You need to anchor them in the subject and challenge them to find out more. I now set quizzes about the materials and generally help to move them in the right direction.”

She finishes:

“Every university should encourage and support teaching to the same extent that it does research.”