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Exploring the Support and
 Development Needs of New
  Lecturers in the Business,
Management, Accounting and
Finance (BMAF) Subject Areas

  Dr Philippa Hunter-Jones
            ULMS
Structure of Presentation
• Introduction to the BMAF Project
  – Overview
  – Preliminary observations re: pilot study


• Share experiences of receiving a HEA Subject
  Centre Award
  – Research background
  – Benefits + challenges!
  – End thoughts
The BMAF Project
Aim of the study:
• To identify what the needs of new teaching staff in BMAF
  disciplines are and to ascertain how BMAF can best offer support to
  individuals, departments and universities.

Working definition of a New Lecturer (NL):
• Permanent full-time or part-time contract as a lecturer, even if
  fixed term;
• Employed in a BMAF discipline area, ie not economics, law or
  hospitality;
• Within the first 3 years of their first academic post, possibly just
  into the 4th year, if required to achieve numbers;
• Not Graduate Teaching Assistants (GTAs).
Project Continued
Target Population:
• Strategic: Dean or Associate Dean and senior management with
   overall responsibility for academic staff resourcing, quality
   management and learning and teaching within the business school.
   The Head of the Educational Development Unit (EDU) or equivalent.

• Operational: 2-3 programme directors/module leaders within the
  business school and the EDU lead for the HEI Certificate in HE
  teaching.

• New Academics: 6-8 new academic staff, i.e. within 3-4 years of
  their first academic post, with a sample selected to reflect where
  possible, subject specialism, career stage, gender and contract type
  in the HEI.
Process
• Pilot Stage
  – September – December 2008
  – University of Liverpool + University of Ulster


• Main Stage
  – Launched January 2009 (-June 2009)
  – 6 institutions
Personal Experiences
• Research background:
  – Publications
  – different skill set


• First experience as a PI

• Overall gained a tremendous amount out of
  the experience
Benefits of BMAF Award
• HEA/BMAF – supportive awarding body –
  particularly for a ‘mid-career’ researcher
• Introduced to key players in BMAF and
  Association of Business Schools (ABS)
• ‘Testing’ of internal research processes – IRIS,
  RBS, Finance, Purchasing etc
• Professional Development in T+L which has
  opened up opportunities for pedagogical
  research/output
Challenges...
• Lack of previous fund holding experience yet
  ‘assumptions’ continuously made of ‘know-
  how’...
• Complex project – cross-institutional, tight
  timescale
• Delay in exchange of contracts = delay in
  receipt of monies...
• Restrictions on use of monies = surplus...
What does a first time PI need?
• A mentor – (did in the form of the Educational
  Development Division)
• Support in developing the necessary skill set
  to apply for a grant and then to cope with
  success!!
• Information detailing internal research
  process – both central (RBS) and home
  department/School
Information that would help the
              process...
1. Flow chart of internal research process (IRIS)
   showing: who is involved, at what stage, time
   lag between stages, who needs to approve
   applications, relationship between RBS + own
   department/School.

3. Summary sheet of common features of a grant
   application eg travel costs, accommodation
   costs, research support costs etc
Questions
• Advice please!

• How might we successfully disseminate the
  findings of the NLP? – most useful
  dissemination format/s?

• How might I be more successful at coping with
  success?!
Contact details
Dr Philippa Hunter-Jones
University of Liverpool Management School
T: 795 3018
E: P.Hunter-Jones@liv.ac.uk

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Philippa Hunter Jones: Exploring the Support and Development Needs of New Lecturers in the Business, Management, Accounting and Finance (BMAF) Subject Areas

  • 1. Exploring the Support and Development Needs of New Lecturers in the Business, Management, Accounting and Finance (BMAF) Subject Areas Dr Philippa Hunter-Jones ULMS
  • 2. Structure of Presentation • Introduction to the BMAF Project – Overview – Preliminary observations re: pilot study • Share experiences of receiving a HEA Subject Centre Award – Research background – Benefits + challenges! – End thoughts
  • 3. The BMAF Project Aim of the study: • To identify what the needs of new teaching staff in BMAF disciplines are and to ascertain how BMAF can best offer support to individuals, departments and universities. Working definition of a New Lecturer (NL): • Permanent full-time or part-time contract as a lecturer, even if fixed term; • Employed in a BMAF discipline area, ie not economics, law or hospitality; • Within the first 3 years of their first academic post, possibly just into the 4th year, if required to achieve numbers; • Not Graduate Teaching Assistants (GTAs).
  • 4. Project Continued Target Population: • Strategic: Dean or Associate Dean and senior management with overall responsibility for academic staff resourcing, quality management and learning and teaching within the business school. The Head of the Educational Development Unit (EDU) or equivalent. • Operational: 2-3 programme directors/module leaders within the business school and the EDU lead for the HEI Certificate in HE teaching. • New Academics: 6-8 new academic staff, i.e. within 3-4 years of their first academic post, with a sample selected to reflect where possible, subject specialism, career stage, gender and contract type in the HEI.
  • 5. Process • Pilot Stage – September – December 2008 – University of Liverpool + University of Ulster • Main Stage – Launched January 2009 (-June 2009) – 6 institutions
  • 6. Personal Experiences • Research background: – Publications – different skill set • First experience as a PI • Overall gained a tremendous amount out of the experience
  • 7. Benefits of BMAF Award • HEA/BMAF – supportive awarding body – particularly for a ‘mid-career’ researcher • Introduced to key players in BMAF and Association of Business Schools (ABS) • ‘Testing’ of internal research processes – IRIS, RBS, Finance, Purchasing etc • Professional Development in T+L which has opened up opportunities for pedagogical research/output
  • 8. Challenges... • Lack of previous fund holding experience yet ‘assumptions’ continuously made of ‘know- how’... • Complex project – cross-institutional, tight timescale • Delay in exchange of contracts = delay in receipt of monies... • Restrictions on use of monies = surplus...
  • 9. What does a first time PI need? • A mentor – (did in the form of the Educational Development Division) • Support in developing the necessary skill set to apply for a grant and then to cope with success!! • Information detailing internal research process – both central (RBS) and home department/School
  • 10. Information that would help the process... 1. Flow chart of internal research process (IRIS) showing: who is involved, at what stage, time lag between stages, who needs to approve applications, relationship between RBS + own department/School. 3. Summary sheet of common features of a grant application eg travel costs, accommodation costs, research support costs etc
  • 11. Questions • Advice please! • How might we successfully disseminate the findings of the NLP? – most useful dissemination format/s? • How might I be more successful at coping with success?!
  • 12. Contact details Dr Philippa Hunter-Jones University of Liverpool Management School T: 795 3018 E: P.Hunter-Jones@liv.ac.uk