On Friday 7 May we will be hosting a workshop at the SEDA Conference: Letters from a plague year: co-responding to change with reflective storying. Participants in the session will be invited to respond to one of FOUR letters which we have created as part of our ongoing letter writing research. They are letters to imaginary friends – fictional but inspired by our actual exchanged letters. Here is the fourth in the series….
Congratulations on getting the job!! And welcome to the bright side 😊
You wrote that you were amazed that they appointed you when you haven’t held an academic/educational developer role before – I’m not! When I looked at the job specification you sent when you asked for the reference, I could see that you had all the relevant experience even if you have never had the specific job title. One thing you will discover is that the role varies such a lot across institutions, and people come to it from so many different backgrounds. We truly are the mongrels of the academic world! Although nowadays we would probably be referred to by some portmanteau-designer-dog term rather than plain ‘mongrel’. I wonder what that could be? Ideas in your response please!
It’s understandable that you feel nervous starting this new role – and I wish I had neat answers to some of the questions you posed in your letter. Sorry! For what it’s worth though…some thoughts in response to your questions…
Yes, we probably do say the word ‘pedagogy’ quite a lot! But no more than other disciplines say their totem words/phrases, and probably with the same objective. To mark out some boundary of expertise and knowledge. You link the term to ‘theory’, and worry about the depth of your understanding of these theories. I suspect you know more than you think you do if you consider all the work you have done (and written about) on course design and supporting colleagues with their teaching. It’s just that before this theory was just one strand of your work and now it will become a central focus. One bit of advice – keep up with your reading/research as you would do in any other academic job. Those good habits you developed as a researcher will stand you in good stead – Zetoc is your friend 😊 But also remember to look out for that aspect of the work that makes your heart sing! You need to make space for that. Do you have any thoughts about what that aspect of teaching and learning that might be?
You mention that you worry about your role in supporting institutional education initiatives, some of which you think are a bit dubious in intent. In HE policy, as in other sectors, there can a tendency to reinvent the wheel, with people rediscovering issues/concerns and pitching their solutions as the next big thing. If you keep up with research in the core areas of teaching and learning you can more easily see these Emperor’s new clothes for what they are and recognise that you do have the expertise to advise and support. Of course, there will be those who accuse (too strong a word?) you of supporting ‘management’ in the latest fad, but as long as you know that your work has sound foundations, it’s best not to take those accusations to heart. And, in my experience, you can often be in a better position to resist and subvert anything that is truly problematic if people don’t feel that your first reaction is always to criticise. Keep in mind that those who spend a lot of time telling everyone about their resistance/radicalism/criticality often have less time to actually get that work done 😊 You must have had to use different (more subtle?) kinds of influence to bring about change in your previous roles. Could be good to reflect on those incidences in a letter to me 😊 and think about how you could apply the same approach again.
You mention in your letter that you are worried you might miss carrying out research – both doing the actual research and being a part of networks. Really don’t worry about the networks issue. Academic developers are great at this! And be prepared for a much greater commitment to sharing resources/ideas etc. than some other academic environments. As for the ‘doing research’ part, it might often take a different form than you are used to, but you can continue to research. Sometimes you can end up doing projects that feel quite instrumental – back to the influence of institutional initiatives again. But there are plenty of ‘What is…?’ topics to explore, and your experience as a qualitative researcher will be invaluable in this regard. The discipline and skills needed to carry out rigorous qualitative research in other settings are just as important in academic development work. Are there any particular areas you think you might like to research? Would you be looking for partners? I can probably help with ideas/contacts. Let me know.
Look forward to hearing from you again soon.
Co-responding to change
If you are coming to our session, see you there! But, if you are not you can still take part – in fact we would love this to be the start of some kind of network of correspondents! Simply pen a reply to one or more of the letters – keep it private to use for your own reflections . . . or send it to us (email@example.com ) and we will post it on the blog (anonymously if you would prefer)!
This link will take you back to the main blog post where you can access the three other letters.