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Perceptions and Understandings. PAUL HENRY DENNISON a Thesis The professionalisation of teaching in Higher Education in the UK: perceptions and understandings. PAUL HENRY DENNISON A thesis submitted in partial fulfilment of the requirements of the University of Greenwich for the degree of Doctor in Education July 2017 i FRONTISPIECE Dalí, Salvador (1904-1989): The Persistence of Memory (La persistance de la memoire), 1931. New York, Museum of Modern Art (MoMA). Oil on canvas, 9 1/2 x 13' (24.1 x 33 cm). Given anonymously. Acc. n.: 162.1934. © 2016. Digital image, The Museum of Modern Art, New York/Scala, Florence. Reproduced by permission. ii DECLARATION I certify that the work contained in this thesis, or any part of it, has not been accepted in substance for any previous degree awarded to me, and is not concurrently being submitted for any degree other than that of Doctorate of Education being studied at the University of Greenwich. I also declare that this work is the result of my own investigations, except where otherwise identified by references and that the contents are not the outcome of any form of research misconduct. Signed by Student: Signed by Supervisor: iii ABSTRACT Since the foundation of the Higher Education Academy (HEA) in 2003, professionalisation of teaching in Higher Education (HE) has had a championing organisation, whose remit includes the accreditation of initial teacher education qualifications and institutional professional recognition schemes, the two routes by which teaching academics achieve the HEA’s fellowship credential, FHEA. This thesis uses a staged research process to explore the perceptions of teaching academics about the impact and equivalence of the two routes into “the profession”, and what they understand by “being [a] professional”. In stage one, a group of teaching academics at University of Greenwich were interviewed and their contributions analysed thematically. One area of consensus – what they understood by “being [a] professional” – suggested a framework of orientations that teaching professionals have “responsibility for” and “duty towards”. This, in turn, suggested a congruence with the motivations that obtained when the professions developed as clerical specialisations, during the Middle Ages, and which emerge in new but recognizably related forms ever since. The concept(s) of professionalism are re-emergent. They are socially robust. In stage two, the study was widened to include interviews with educational developers at three other Higher Education Institutions from diverse mission groups revealing notable variation in the way professionalisation was implemented across the sector. The framework of orientations crystallized as a model for the “logic” of an ideal-type individual professional, consistent with Freidson’s (2001) “third logic” of collective professionalism. In stage three, key outcomes were critically evaluated in a free-text questionnaire to norm circles of teaching academics, experienced in implementing the two routes, and also to the original interviewees. The results lend considerable warrant to the model for the “logic” of an ideal-type professional. Other research outcomes have implications for the increased governmentality in the HE sector brought to bear through the (2016) Teaching Excellence Framework. iv ACKNOWLEDGEMENTS Thank you to all the participants who gave your time and good will to this research study and contributed so much to the outcome. Thank you also to Karen Hustler and Professor Sally Bradley of the HEA for your permission to contact participants in part 3. Thank you to my two supervisors, Professor Ian McNay and Dr John Smith, for your generous support, unfailing guidance and judgement, and your ideas and debate. Thank you to other members of the Education Doctoral teaching team, particularly Dr Jane Barnard, Francia Kinchington, and Shirley Leathers, and to Professor Rose Barbour of the Open University for her timely help and encouragement. Finally to my lovely wife, Maddie, for everything, thank you. v CONTENTS FRONTISPIECE: Dalí, Salvador (1904-1989): The Persistence of Memory ....................... ii DECLARATION .................................................................................................................. iii ABSTRACT ......................................................................................................................... iv ACKNOWLEDGEMENTS ..................................................................................................... v TABLES............................................................................................................................ xiii FIGURES .......................................................................................................................... xiv 1. Introduction, rationale and professional context ................................................... 1 1.1 The aim of the research and its resolution into research questions ...................... 1 1.1.1 The Aims… ............................................................................................................ 3 1.1.2 …and their resolution into Research Questions................................................... 3 1.2 Why this research is important and timely ............................................................. 6 1.3 The structure of my research .................................................................................. 9 1.4 Philosophic underpinnings .................................................................................... 10 1.4.1 Modified Essentialist Social Constructionism .................................................... 10 1.4.2 Norm circles........................................................................................................ 12 1.4.3 Pragmatism and research methods ................................................................... 13 1.4.4 Duality of the Self and the Other ....................................................................... 14 1.5 Professional Context ............................................................................................. 16 1.6 Positionality ........................................................................................................... 21 1.7 Reflexivity – some explanation of the “Self” ........................................................ 23 1.7.1 Why reflexivity? .................................................................................................. 23 1.7.2 The warning and disclaimer ............................................................................... 24 vi 1.7.3 Choice of Qualitative Approach ......................................................................... 25 1.7.4 Personal aside. ................................................................................................... 27 2. Critical Review of Literature ................................................................................. 29 2.1 Outline and Introduction ...................................................................................... 29 2.2 The universities and professions ........................................................................... 30 2.2.1 Before the Professions ....................................................................................... 31 2.2.2 The law: a profession resurrected...................................................................... 34 2.2.3 Universities ......................................................................................................... 37 2.2.4 The Profession as secular priesthood: an essentialist inheritance .................... 40 2.2.5 Credentials and credentialism............................................................................ 42 2.2.6 Critical views of the symbiosis and of professions ............................................. 44 2.2.7 The professionalisation of everyone .................................................................. 47 2.2.8 The professional in a profession: the search for a framework .......................... 50 2.2.9 The Individualistic approach: a deferral ............................................................. 53 2.3 Professionalism in Higher Education: the last 60 years ........................................ 53 2.3.1 Landmark reports ............................................................................................... 53 2.3.2 Massive Expansion ............................................................................................. 55 2.3.3 Accountability ..................................................................................................... 57 2.3.4 Managerialism .................................................................................................... 59 2.3.5 Marketisation ..................................................................................................... 60 2.3.6 Technology Enhanced Learning (TEL)................................................................. 61 2.3.7 Employability ...................................................................................................... 62 2.3.8 Reflective Practice .............................................................................................. 63 2.3.9 Professionalisation in HE .................................................................................... 65 2.3.10 The HEA .............................................................................................................. 69 2.3.11 The UK Professional Standards Framework (UKPSF) ........................................
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