What Are the Barriers and Opportunities for Continuing Professional Development for Professional Services Staff in UK HE?

Autor/in	Holmes, Alex
Titel	What Are the Barriers and Opportunities for Continuing Professional Development for Professional Services Staff in UK HE?
Quelle	In: Perspectives: Policy and Practice in Higher Education, 24 (2020) 3, S.79-86 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmes, Alex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3108
DOI	10.1080/13603108.2020.1750501
Schlagwörter	Foreign Countries; Higher Education; Universities; Professional Continuing Education; Professional Development; School Personnel; Barriers; Personnel Evaluation; Professional Associations; Professional Recognition; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Berufsfeldbezogener Unterricht; Weiterbildung; Schulpersonal; Personalbeurteilung; Großbritannien
Abstract	UK higher education has seen a shift towards greater businesslike operations and accountability, with increasingly specialised support roles and fewer 'generalist' administrators; however, professional training, structured career development and planning, and opportunities for continuing professional development (CPD) have been less well prioritised than similar activities in the academic and research staff groups, and little research currently exists to consider how professional services staff undertake and engage with professional development activities. A quantitative study of professional services staff was conducted in a large Russell Group university, where a significant number of professional services staff reported inequity of treatment compared to their academic colleagues. This paper examines the relationship between effective development review and institutional support for training and engagement with CPD activities by non-academic administrators, and aims to provide practical recommendations for improvements to practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01