Developing a research-led culture within post-92 education departments: exploring barriers, problems and potential solutions - Tricia Le Gallais

Developing a research-led

culture within post 92 Education

Department

A workshop exploring barriers,

problems and potential solutions

Tricia Le Gallais

Birmingham City University

HEA @ Worcester University March 2014

1

An outline of this workshop

Introduction to the topic

Discussion of the following three key areas,

followed by a summary of relevant literature

in this field

• Barriers to developing a research-led culture

(in post 92 Education Departments)

• Pressures

• Potential solutions

A case study of a post 92 Education

Department


2

Introduction

This workshop aims to facilitate a discussion about the

reluctance on the part of a number of academics to

engage with both research and academic writing. Whilst much has been written about academics’ experience of

teaching, far less time has been assigned to an

examination of their perceptions of research and the

practice of academic writing in HE institutions.

There are particular difficulties faced by lecturers joining

post 1992 universities, where their sense of professional identity as lecturers may well be challenged by the

increasing demands placed upon them to conduct and

publish research in academic journals in line with REF

requirements.


3

Questions that need answering!

What are the key barriers to staff becoming

more research focussed?

more willing to accept the role of researcher

and academic writer within their professional

identity as lecturers?


4

Barriers ? The increasing diversity in the backgrounds of staff

entering universities means that one can no longer assume academic staff are ‘automatically both able and

willing to write’ (Moore 2003).

Staff hired as lecturers, usually from a successful

background as teachers, lawyers, etc., saw teaching as their primary function

(in consequence) people were quite likely to describe

themselves as ‘teachers’ or ‘lecturers’. Indeed, there was

even some reluctance to identify as an academic (Sikes 2006: 558)

Such staff were also likely to be anxious about their ability

to carry out research at the level required…..


5

…..Barriers?

Staff lacked confidence, especially about having to put

their work in the public arena where their managers and colleagues could judge their competence as academic

writers

Inadequate appropriate time and space

A lack of clarity in defining which functions have primacy at a specific time (which results in) task confusion and a

decrease in satisfaction and productivity. (Macleod

2012:643-4)

A culture unconducive to research with researchers feeling isolated and alone

Mixed messages from managers and colleagues

regarding the value of research and academic writing and conflicting demands of teaching, marking

administration, research and writing


6

Mixed messages

‘The moving goal of what it is to be a ‘proper

academic’…leaves staff uncertain about what

is valued since ‘espoused and actual values

did not seem to match’. (Clegg 2008: 336)

If the impetus is towards research and all the

status and brownie points are attached to

research then what does that say about

teaching? (Sikes: 2006)

… being told that everything I had was worth

nothing [because I] didn’t have the

publications – really it was gob smacking.

(Archer 2008: 390)


7

More mixed messages

‘I don’t think [writing] is valued. ..If I said to someone I

can’t attend the meeting because I am writing up an

article, that wouldn’t be well received... If you were

sitting around writing, you were skiving. ‘ (Murray 2011:

10-11)

Tensions…between those individuals who wish to

research and publish, and those who feel the focus of

their work should remain on teaching…may impact on

departmental peer support for research active staff.

(Morss & Murray 2001: 38)

Writing is, perhaps, still seen by many staff to be the

province of ‘a select, privileged or elite few’ (Macleod

2012: 641)


8

And pressures?

Any thoughts on the types of pressures

which might cause reluctance to

engage in research?


9

Pressures identified in the literature

Workload – too many primary tasks!

REF – more in a moment!

Own PhD or other studies

Family commitments


10

THE SHADOW OF THE REF

December 2013, the date for the REF found

many academic staff experiencing

increasing pressure from their universities to

produce the requisite number of published

articles.

As mentioned previously, the difficulty for

some staff, particularly those in post 1992

universities, is that they may not identify

themselves as academic writers or indeed

researchers but as educators.


11

The REF: (dis)encouraging research?

Research into the impact of the REF(RAE) identifies a

range of emotions:

• I do not agree with the RAE at all…It is divisive and

inimitable to good teaching and scholarship.

(Sociologist, old university, Harley 2002: 202)

• (Kate’s) sum value/worth as a potential academic

had been quantified and assessed through the lack

of publications on her CV. (Archer 2008: 390)

• I am proud to be a teacher but that doesn’t seem to

count for much anymore (Sikes 2006: 561)

But there are many others, (especially those in post

1992 HEIs) who feel that research now has a higher

profile


12

Potential solutions?

What strategies have you and your

organisation tried and how successful

have you been in encouraging a

research-led culture?


13

Strategies tried at other universities

One Day courses on academic writing, how to start writing, how to publish in academic journals – generally thought to be of little real use in challenging and changing attitudes towards research and writing

Writing groups – felt to need considerable support through convenors to oversee and organise and keep up the momentum. Researchers agreed that these could work if the culture was right by creating a sense of common purpose and a shared goals and interests – leading to a community of research practice… (see next slide)


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e.g. Setting up writing groups

Inexperienced writers often have a lack of confidence about writing which can lead to a reluctance to start…There has been an agreement on confidentiality (within the writing group) so that people feel they can discuss their fears and weaknesses without fear of them being repeated outside the group. (Lee & Boud 2003: 192)

Our differences are many—gender, rank, discipline, style and genre—but in this time and space, writing is the tie that binds us…There’s a certain energy in the air that helps people be productive and creates a spirit that’s collegial and supportive. We become allies rather than trying to compete with each other. (Elbow and Sorcinelli 2006: 18…22)

…the purpose of having regular discussions at every meeting was to build a community of research practice through writing (Lave & Wenger, 1991; Wenger, 1998). (Murray 2002: 3-4)


15

Further strategies tried at other universities

Research seminars – these were not felt to be enough on their own. They were excellent for reinforcing the place of research in the organisation and in ensuring colleagues knew what was going on in the research field. However, it tended to be the converted who attended

Utilising Containment Theory to ensure staff spent time on the primary task before them rather than attempting to respond to several primary task simultaneously (Macleod 2012)

Writing retreats – these came in various shapes and sizes but

generally it was felt that these did the most to engender a

research culture where writing was celebrated as a

worthwhile and valued activity


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e.g. Attending a writing retreat

Being able to become totally engaged in writing was another common theme that participants identified as

important. Moore 2003: 336)

I was aware at the writer’s retreat of the frustration, of

feeling that you were attempting to achieve something that was very challenging, and I suppose

the intensity of the writer’s retreat meant that on a

consistent basis you were having to face that

frustration over the course of the weekend, whereas in daily practice, instead of facing that frustration, I think I

avoid it sometimes. (Lecturer, Macleod 2012: 647)

It was quite a nourishing and supported environment

…you used the lunches and coffee breaks to talk about issues that you were working on. It was

concentration but relaxation. (ibid., 651)


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Longer term impact of writing retreats

(Staff) made practical changes: writing more frequently for shorter periods of time, prioritising time to write, protecting time to write and using targets to develop a greater sense of focus and achievement. This involved changing how they thought about writing, in terms of demystifying the process of writing for publication, experiencing it as achievable and considering it a valid use of their time (i.e. seeing it as the primary task). (Macleod 2012: 651)

A caveat! The writing retreat has benefits, but it is not a panacea; organisations must be clear about workloads, roles and tasks. While there is evidence that structured retreats have impact, they cannot overcome organisational practices that contribute to lack of clarity about primary tasks and otherwise contribute to anxiety. (ibid., 653) HEA @ Worcester University March 2014

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Case study: creating a supportive

research culture at BCU

Over the years we have tried a range of

strategies to engender a climate conducive to

research and academic writing including:

Research seminars where staff and students

share their work

Visiting speakers

Taught sessions on, for example, writing for

publication

And more recently

A Research Café

Writing buddies

and the Writing Retreats


19

The research café

The research café’s success was immediate and very visible

On average about 20 staff regularly attend, share their research, support each other, enjoy a delightful buffet and leave, hopefully refreshed and inspired about research in the Faculty

It has become a meeting place for staff across the Faculty, where staff celebrate the wide range of research being carried out across ELSS

It has, for me, been a chance to meet ELSS colleagues personally and to encourage more of them to attend the writing retreat


20

Writing buddies

All you need are approachable people,

who are enthusiastic about research

and keen to bring on new researchers. It

is a really rewarding role!

Sometimes buddying is informal, at other

times there is a degree of nudging to

bring someone to the point where they

realise a buddy could help with their

writer’s block, etc.


21

Our writing retreats

The very first retreat, organised through BCU’s Centre for Research in Education took place over 1.5 days in July 2011 at Woodbrooke Conference Centre.

Since then we have held further retreats at Woodbrooke in July 2012, again for the School of Education

and in 2013 we opened the retreats to the whole Faculty of Education, Law and Social Sciences

The most recent retreat took place in February 2014 with 28 participants. We now run four retreats a year

Opening the retreat to the whole of ELSS staff has facilitated a greater sense of being part of a wider Faculty. Collaborative research links are already taking place across Faculty


22

So, where does our retreat take place?

HEA @ Worcester University March 2014 23

The venue is a crucial part of the retreat!

The venue plays an important, indeed vital part in the overall

success of the retreat. Colleagues referred particularly to the

calming atmosphere and the beauty of the surroundings and

to the internal and external space which afforded

opportunities to reflect in tranquillity, while walking in the

extensive grounds or to relax with colleagues in the lounge or

to sit at a laptop in isolation The comments below

encapsulate the feelings of all the delegates:

A truly wonderful space and atmosphere in which to work.

The staff were most warm and welcoming. Inspiring!

The calm, peace and quiet promoted thinking and

engagement. It was excellent.

The grounds offered quiet thinking time away from the

structured environment of an office which was much

appreciated.


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And how does our Writing Retreat work?

Very simply! We advertise across the Faculty asking for expressions of interest.

Both seasoned and new researchers are welcome. Our only expectation is that colleagues come with a clear purpose regarding a research task or perhaps a collaborative project – and at the close of the retreat we ask for evidence of outcomes, such drafting a paper, preparing for a conference, etc…

Our numbers have increased steadily from 15 to the high twenties

Following each retreat we send out evaluation requests, which help us to assess the value of the retreats for both individuals and the Faculty as a whole


25

The key objectives of our writing retreat

To create an environment for the delegates

which offers mental and physical space for them

to think without the usual time constraints and to

reflect upon potential and actual areas of

research.

To provide the right atmosphere and research

ethos to enable delegates to set pen to paper,

possibly complete a draft for a conference or an

article for a journal.

To be a vital step in our efforts to build a sense of

community amongst the participating

researchers. All too often researchers work in

isolation.


26

During the retreat

Formal ‘taught’ sessions as requested

Flexible spaces to work in

Informal meeting and buddying opportunities

Regular breaks with everything laid on

We have observed a gradual change from colleagues working on their own research within a supportive environment to one where staff are identifying those with expertise in different areas and utilising the retreat to draw on that expertise – it is becoming a community of researchers of its own accord


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Regular breaks and superb meals - all part of the cherishing!


AIM: To creating an environment for the delegates

which offers mental and physical space

Delegates’ comments:

The calm, peace and quiet promoted thinking and

engagement. It was excellent. The grounds offered

quiet thinking time away from a structured

environment of an office which was much

appreciated.

The atmosphere is ideal for the retreat. The tranquility

is amazing and just what a ‘space-to-research-

starved soul’ needs.

I can't think of how you could make this a more

appropriate venue. It gets everything right. A

peaceful, reflective space. Same again please!


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Working alongside fellow researchers


AIM: To provide the right atmosphere and research ethos to enable delegates to set pen to paper


I needed to make peer reviewer changes to my draft

article. I managed to achieve a great deal by making

recommended changes and working on the comments.

I revised two presentations and made a 'to do' list! I

started a conference paper for later on in the year.

I pulled together the first draft of an article drawing on a

previous research project. ..I'd been putting this off as it

seemed a luxury to dedicate time to writing articles and

I was convinced it would take a least a week to pull all

the data together. The environment was obviously

conducive to writing for me and had a positive impact.


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Varied study spaces



AIM: To engender a sense of supportive

fellowship amongst those present


I did not really believe that I had research suitable for

working up into a journal article, until I discussed my

ideas at the writing retreat.

I had the opportunity to work for many hours with my

writing buddy and was able to resolve issues and answer questions.

Whereas in the university time is always so precious with

teaching time going on, within the relaxed environment

this was much easier to have constructive and critical

conversations.

Being part of a learning/research community is of huge

personal significance and enables me to engage in a profound and meaningful way with research practice.


34

Staff and students working together


AIM: To be a vital step in our efforts to build a sense of

community amongst the participating researchers.


(The retreat was) a worthwhile opportunity that

allows you the chance to think outside of the fast

pace of university space and speak with those who,

ordinarily, you may not get the opportunity to speak to.

(It offered) the opportunity for collegial exchange,

stimulating discussion and time for reflection. This

retreat embeds research into the calendar rather

than it being something done in time left over from

managerial time and teaching.

The writing awaydays have proved once again to

be a research haven, encouraging reflection,

sharing resources and reinforcing a real sense of

community amongst those fortunate enough to be

there.


36

Sense of community


The value of attendance at the retreat as

described by delegates What came across very strongly from delegates was that they felt valued by the university, their managers and the Education Department.

I feel that I am valued and that the constraints of my day job are recognised.

It is a valuable opportunity to put time aside. When working full time there are other pressures that sometimes mean research get put on the 'back burner'. The retreat validates what we are doing and means we can be focused.

I feel a valued member of a team and enjoy the opportunity to have a dialogue with members of the early childhood research team whom I normally only see in corridors or at formal meetings when they are busy and stressed.

I really valued being asked to go on the writing retreat as it allowed me to completely focus on my writing without any other intrusions.


38

Some key reflections about the retreat

The venue is a vital component of the writing retreat

The importance of time away from desks, emails, etc., is reinforced through the mental and physical space of the retreat

The retreat facilitates the sense of shared endeavour and purpose and supports the act of writing – working towards a community of research practice

The financial outlay the Faculty commits to the retreat is a clear acknowledgement of the legitimacy of research and research practices within the Faculty and involvement in the retreat gives a sense of worth and value to the individual researcher


39

Continuing concerns

Comments are still being expressed about mixed messages:

Research is valued but there is conflict regarding precedence of other tasks, such as invigilation – ‘research time is always the first thing to go’.

The unhelpful setting of teaching versus research remains an issue and endangers staff relationships.

Low self esteem regarding research capabilities – ‘I thought you’d tell me I had nothing worth sharing’.

Some staff still find it hard to identify themselves as an ‘academic’

The low esteem of those whose total commitment is to their teaching, who feel the REF has changed what is important in the Faculty

The anxiety of those not selected for returning to the REF, despite their efforts to meet the criteria


40

Closing thoughts

There are complex reasons for some academics not

engaging with research or not writing.

Often workloads are blamed or the lack of uninterrupted

time and a suitable space; however, I believe that there is

much more to this dilemma than the parade of the usual

and obvious suspects.

Academic identities also need to be considered. How do

staff see themselves and how are they perceived by others, in particular their management.

Dealing with the practical aspects of how and where to

publish fails to touch the part that needs to be addressed,

namely the emotional aspects of being and becoming a writer

We at BCU have sought to address the above areas

through a package of strategies. We hope we are moving

towards the development of a community of researchers, who feel valued and confident that research and writing

are as legitimate and rewarding an activity as lecturing. HEA @ Worcester University March 2014

41

Developing a research-led culture within post-92 education departments: exploring barriers, problems and potential solutions - Tricia Le Gallais

Education

worcester university

academic staff

research active staff

value of research

perceptions of research

disencouraging research

potential academic

old university