Experiences of Practitioner-Researchers in University of Plymouth Partner College Network

1. Experiences of Practitioner-Researchers in University of Plymouth Partner College Network Becky Turner HELP CETL / UPC

2. Support for Scholarship • Support & invest to further develop expertise • UoPpostgrad qualifications • Free access to UoP library/e-resources • Build communities – make connections: UPC-UoP • Events, courses & staff development • Subject Fora • Share & give knowledge

3. Supporting individuals to take forward their own CPD and/or research projects • Award Holder Scheme • Bringing groups together to work collaboratively to take forward R&D projects • Development Activity strand • Peer Mentoring • APEL

4. Provide a supportive environment • Bring individuals together • Grassroots initiative – promoting autonomy • All lecturing and support staff across UPC

5. Self Doubt… “My journey as an Award Holder began with an awareness that I was entering unfamiliar territory and had maybe embarked on something that would involve more time and commitment than I had anticipated. At the time I was a part time lecturer and NVQ assessor searching for a direction to satisfy my questioning mind yet hesitant to leave the safety zone I had developed for myself over a number of years. Had I reached the pinnacle of my ambitions already? What if I was out of my depth?”

6. Experienced isolation… “As a part-time lecturer in HE within a predominately FE college there can be a sense of being slightly detached from the larger community. HELP CETL provided an opportunity of participating in a number of different communities including approaching my own college from a different perspective. Joining a group of researching practitioners gave me a sense of identity that enabled me to approach research and my practice in a new way.”

7. Sense of Professionalism “I was not brought up to be an ‘academic’; am not particularly bright, being from the ‘wasted pool of talent’ (Ball, 1995) of the failed 11 plus brigade of the 1960s, and certainly never intended to be a teacher. Yet here I am several years later, involved in ‘scholarly activity’, reflecting on how an interest to find out why things happen has developed into a research project and subsequently a full-time career in education.”

8. Professional Validation We can construct a sort of educational hierarchy of status and satisfaction. FE in an FEC, HE in an FEC, HE in an HEI, teaching or research time. The grass is always greener with each of us feeling conditions are better somewhere else. My experience of the HELP CETL is that is has provided me with a constructive way forward to consider my professional identity. It has also allowed me to begin to explore how to develop and support a robust “third way” of HE in FE, i.e. a model of thinking and working that is not FE or HE.”

9. Overcame professional isolation “Just simply the opportunity to move out of your institution and collaborate with others who have similar issues, you feel so isolated sometimes especially in certain subject areas, as a HE in FE lecturer.”

10. Peer links emerged “I always thought that (research) was a bit above me but actually I've seen a lot of presentations and read papers and thought "I can do that". I won't claim I'm the best of presenters or the best of writers, but I don't think I'm out of my league either.”

11. Permission – legitimacy… “It gave me knowledge which had not previously had, as it was an unknown club that I wasn’t part of. Although I taught on HE I was never privy to meetings or any of that stuff, the paper work etc. was kept secret. Knowledge is power as they say, I was allowed to go and ask as I was doing research.”

12. Refreshing… “Personally, oh gosh, it makes me smile so it must be good, being involved in research has allowed me to meet some very exciting, likeminded people in the HE environment. I have made some not (just) friends but good contacts with other lecturers”