Academic Staff Engagement: Single Flexible Pathway Research Findings, Slides of Designs and Groups

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RMIT University.

Single Flexible Pathway: Academic Staff Engagement Research.

Prepared for: Angela Martinkus, Senior Manager - Communications & Engagement, Marilyn Capper, Organisational Development Manager

and Andrew Shepherd, Senior Manager, Policy and Workplace Relations, RMIT

Colmar Brunton team: Ben Pilkington, Research Director, Ben Quick, Account Director, Cathy North, Qualitative Specialist

Issued: Monday 26th^ September, 2016

Executive Summary

The attitudes to the current academic pathway section outlines a general consensus amongst staff that RMIT’s current model creates inequity when it comes to career progression, particularly among teaching focussed academics.

Key areas of concern include a perceived effect on career progression and a perceived effect on staff selection and placement.

Perceived effect on career progression

6 RMIT’s current model is generally felt to disproportionately reward staff focussed on research while not recognising those heavily focussed on teaching.

6 The disproportionate rewarding of research intensive staff is also seen at two levels both in terms of promotions but also other career opportunities such the chance to attend conferences.

Perceived effect on staff selection and placement

6 The promotion of staff based on their research work rather than their demonstrated ability to perform the required tasks in their respective position is also felt to create a system which often risks putting people in roles to which they weren’t suited.

Appetite for change 6 While some staff, particularly those who are suited to the current system, are neutral on the idea of changing the current model, those who feel their skills and interests lie in teaching and/or course development and administration feel a change is necessary. 6 There is a significant level of interest amongst some staff to place a higher degree of their academic career focus on teaching so that they are able to pursue this focus without fear of falling behind their research intensive colleagues. 6 Some staff mentioned that their ability and willingness to actively manage their time between research and teaching responsibilities was negatively impacting on both. 6 Some staff actively attempt to limit their research obligations or, in some cases, avoid them altogether.

Executive Summary

First reactions to the idea of a Single Flexible Pathway were ‘cautiously’ positive, with high levels of goodwill attached yet a concern over the detail, implementation and the reality that this would have a university wide impact.

Key benefits of the proposed new approach are expected to be: 6 Ability to choose a career path which reflects personal

strengths and interests.

6 A system which acknowledges all aspects of the role, whether

teaching, research or other tasks.

6 Facility to change the mix or focus of one’s role to reflect

changing needs or interests over time.

6 Valuing of elements brought to the role e.g. industry

experience, industry contacts.

6 Valuing of research in the area of teaching itself.

With the most liked elements being:

6 Flexibility.

6 Career progression opportunities.

6 Recognition beyond research.

6 Giving all a chance to display their expertise, focus on their skills and interests.

6 Career progression similar to a corporate organisation.

Major concerns on initial consideration include: 6 Difficulty in addressing a culture where research is the most highly valued activity, both within RMIT and the wider academic world. 6 Requirement to balance the preferences of individual staff with the needs of the department as a whole. 6 How to design a structure which will meet the needs of all departments. 6 The need for consistent and uniform criteria, while taking into account a wide variety of circumstances. 6 Concern about the potential impact when applying for a position in a different university which recruits according to research publications. With the least liked elements being: 6 Lack of clarity on the impact and implementation for each individual. 6 Concern that this would mean doing more of everything. 6 Concern of the scale of the impact if not correctly planned, managed and implemented. 6 Concern flexibility would be lost in smaller teams. 6 Concern about impact on prospects when applying for positions at other universities.

Executive Summary

Within the ‘Ideal’ Single Flexible Pathway, there was also a desire for acknowledgement in the areas of:

6 Community engagement

6 Industry engagement

6 External engagement (e.g. with other universities)

6 Engagement of collaboration with peers

6 Global engagement

6 Engagement around social impact

6 Teaching excellence

6 Academic leadership

6 Professional administration of large programs e.g. placement programs

6 Industrial expertise

6 Innovation

6 Research on teaching itself

6 Second language research

6 Student evaluations at the beginning and end of the course

6 Recognition for time spent developing new course materials or otherwise demonstrating innovation in teaching

6 Recognition for the time and effort involved in running courses for large numbers of students (as opposed to smaller courses)

When it comes to communications, email is the preferred method of communication for updates as the design and implementation progresses. 6 Up to date information on the website would also be appreciated by some. 6 Emails would ideally contain basic information with a link to more detailed information for those who wish to go further. 6 Regular emails are not required. Updates when there is a major milestone or key piece of information are sufficient. 6 Ability to reply to the email with comments would be appreciated by some. 6 Several of the research participants expressed an interest in taking part in ongoing consultation as the new approach is developed. 6 In the lead up to the launch of the Single Flexible Pathway there is an expectation of face to face information sessions. These could be run on a department by department basis. The presence of senior staff would help with buy in.

Executive Summary

Due to the high volume of emails received by academics, clear and simple communication will be important. Academics also mentioned the importance of: 6 Succinct definitions of the different elements within the program (pathways, methods of evaluation) will be required. 6 Endorsement by senior staff members will help to encourage engagement and take up. 6 While the Single Flexible Pathway has broad appeal, it can be difficult to envisage how this new approach will work in a practical sense. Therefore case studies, even if hypothetical at first, would help to communicate the intent of the program and provide reassurance that it can be effective on the ground. 6 Illustrative case studies of potential different pathways would help to illustrate the flexibility of the program. 6 Case studies and examples would also help to satisfy the need to see “proof” that the program has been effectively implemented.

Communications should also serve to address the below key questions that academics have when it comes to the Single Flexible Pathway: 6 Why are they doing this? 6 How does it work? 6 How is it measured/ assessed? And by whom? 6 Is it optional or does it apply to all? 6 What are the minimum and maximum % ranges across each stream and at each level? 6 How flexible is it? 6 How are career pathways managed? Who sets and approves them? 6 How reliant would the level of flexibility be on ones relationship with management? 6 Does it accommodate differences across faculties and schools? 6 How would resourcing be managed? 6 How will this impact future recruitment? And job descriptions? 6 What happens if some staff don’t commit to this? Or don’t buy in to this?

5 Key Insights.

Whether through research, teaching or a combination of the two, RMIT academic staff are fundamentally motivated by making a contribution and a difference Academic staff have a distinct orientation towards making a difference through a contribution to the development of students and/ or an area of

1. passion and interest.

What this means for a Single Flexible Pathway: A Single Flexible Pathway must encourage and allow academic staff to focus on their passion, with the best way to encourage this focus being a mechanism to recognise and reward excellence in both teaching and in research.

RMIT academic staff that don’t hold a PhD feel they are excluded from opportunities, regardless of the contribution they make in other areas. Academic staff that don’t have a PhD consistently voiced their frustrations with the perceived career limitations they feel under the current career pathway. For this group of academics, there is a lack of long term outlook when it comes to their view of their future at RMIT. What this means for a Single Flexible Pathway: A Single Flexible Pathway that allows researchers to research and teachers to teach, and affords the same opportunities for promotion linked to excellence in either, will serve to enhance the student experience through increased retention of teaching staff that want to excel in teaching.

First reactions to a Single Flexible Pathway were generally positive. First reactions to the idea of a Single Flexible Pathway were ‘cautiously’ positive, with high levels of goodwill attached yet a concern over the

3. detail, implementation and the reality that this would have a university wide impact.

What this means for a Single Flexible Pathway: There is a large amount of goodwill attached to a Single Flexible Pathway, however, great care needs to be taken in the design, communication and implementation.

Flexibility, increased career opportunities, increased recognition and elevation of the value of teaching sit at the core of the Single Flexible Pathway Value Proposition. Transparency, consistency and governance are also critical. “Every academic staff member brings unique skills, experience, interests and passions to their role. The Single Flexible Pathway values and

4. rewards the contribution of every academic staff member, whether in teaching, research or other areas of activity. Academics work closely with

their managers to create roles which enable them to fulfil their potential. Career progression acknowledges all aspects of an academic’s contribution to RMIT”. What this means for a Single Flexible Pathway: It is recommended that initial communications heavily focus on reinforcing these benefits and this Value Proposition. Email is the preferred method of communications, yet communications must be concise, relevant and backed by Heads of Schools. Academics mentioned the large volume of emails they receive and the time burden this places on them. Whilst email was the preferred communication, there was a strong desire for this to be concise, informative, allow the opportunity for engagement yet stick to key areas, milestone dates and information that related to the specific impact and opportunities attached to a Single Flexible Pathway. What this means for a Single Flexible Pathway: Email is the preferred communication channel, however, care must be taken to keep information concise and focussed on key areas of relevance to academic staff.