Managing academic personnel flow at universities.

Universities experience increasing difficulty in staffing their academic positions. Attracting and retaining highly qualified employees in a general problem that has received much attention in recent HRM literature. But several authors have claimed that the academic career has lost much of its attractiveness. This paper presents seven levers that universities may use to enhance their recruitment and retention power on a difficult job market. Suggestions are based on experience from innovative organizations, both universities and business organizations. Special attention is given to the creation of multiple and flexible career paths within academia. We contend that a successful application of these suggestions will require major cultural and institutional change at universities.Retention; Market;

Leadership and capability development and deployment in the New Zealand State Service

This article describes the design during 2013 of a model and implementation principles of a leadership and capability development and deployment (LCDD) model for the state services system. In this process, an initial prototype model was developed to describe a desired future state. It was informed by the best traditions of state services leadership development, together with models used by the world’s best companies, such as Procter & Gamble, for leadership development (Filipkowski and Donlon, 2013). The model was then enhanced based on our research in other jurisdictions, including Australia, Singapore and the United Kingdom, and co-creation with stakeholders. This is further discussed in the article. Dr Mike Pratt is Professor of Leadership and Sustainability at the University of Waikato, and a professional director and business adviser. Dr Murray Horn is a former Secretary to the Treasury of New Zealand and bank chief executive, and a professional director and business adviser

HRD - the shapes and things to come

There has been limited critical review and development of Human Resource Development (HRD) theory in the past two decades. It is change, and especially the rate at which change occurs, that largely influences the HRD hybrid that any organisation adopts. This paper will systematically consider the professional discussions in a number of countries to trace HRD through four key phases: the 'duet', the 'trio', the 'quartet' and concluding with the 'orchestra'. In the past, Human Resource Development (HRD) was often polarized as focusing primarily on either performance or learning - a 'duet'. The relationship between HRD and change was then developed once the integral nature of work to both performance and learning was recognised - a 'trio'. A significant addition to the exploration of learning at work then came about when authors tackled the issue of quality - a 'quartet' of learning, performance, work and quality. However, the future of HRD now lies squarely in the need for the profession to embrace fully the inextricably interrelated paradigms of movement (where people have developed from); change (and especially the rate of change); dynamism (provided from leadership); harmony and unity (resulting from cohesive partnerships) - the 'orchestra'

A grassroots sustainable energy niche? Reflections on community energy in the UK

System-changing innovations for sustainability transitions are pro- posed to emerge in radical innovative niches. ‘Strategic Niche Management’ theory predicts that niche-level actors and networks will aggregate learning from local projects, disseminating best practice, and encouraging innovation diffusion. Grassroots inno- vations emerging from civil society are under-researched, and so we investigate the UK community energy sector to empirically test this model. Our analysis draws on qualitative case study research with local projects, and a study of how intermediary organisa- tions support local projects. We examine the extent and nature of interactions and resource flows between projects and intermediary actors in order to evaluate the utility of niche theories in the civil society context. While networking and intermediary organisations can effectively spread some types of learning necessary for diffu- sion, this is not sufficient: tacit knowledge, trust and confidence are essential to these projects’ success, but are more difficult to abstract and translate to new settings. We discuss the implications of our findings for niche theory, for community energy and other grass- roots practitioners aiming to build robust influential niches, and for policymakers

The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology

In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member’s conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence

Undergraduates as researchers –the impact of active participation in research and conference presentation on psychology undergraduate identity and career aspirations

Although research-led teaching has been identified as an important part of psychology curricula in the United Kingdom, less is known about the impact of undergraduate research collaborations with academics, culminating in a conference presentation. The present study was a qualitative investigation into the experience of student-staff collaboration from a student perspective. We conducted semi-structured interviews with five psychology students who worked together with staff conducting research during their undergraduate degrees, disseminating the findings at an academic conference. The interviews were analysed using a thematic approach. We identified three themes, which were around the relationship with their tutor, career aspirations, and identity as a researcher/psychologist. Overall, the interviews indicated that undertaking research and attending academic conferences has a positive impact on future career aspirations, and helps students to feel that they are part of an academic community. Academic staff teaching in research-led psychology programmes should consider giving students opportunities to immerse themselves fully in the research process, ideally leading to a conference presentation for academic audiences

Examining the Connections within the Startup Ecosystem: A Case Study of St. Louis

This paper documents the resurgence of entrepreneurial activity in St. Louis by reporting on the collaboration and local learning within the startup community. This activity is happening both between entrepreneurs and between organizations that provide support, such as mentoring and funding, to entrepreneurs. As these connections deepen, the strength of the entrepreneurial ecosystem grows. Another finding from the research is that activity-based events, where entrepreneurs have the chance to use and practice the skills needed to grow their businesses, are most useful. St. Louis provides a multitude of these activities, such as Startup Weekend, 1 Million Cups, Code Until Dawn, StartLouis, and GlobalHack. Some of these are St. Louis specific, but others have nationwide or global operations, providing important implications for other cities

Personal development planning in the first year

The approach to quality and standards in higher education (HE) in Scotland is enhancement led and learner centred. It was developed through a partnership of the Scottish Funding Council (SFC), Universities Scotland, the National Union of Students in Scotland (NUS Scotland) and the Quality Assurance Agency for Higher Education (QAA) Scotland. The Higher Education Academy has also joined that partnership. The Enhancement Themes are a key element of a five-part framework, which has been designed to provide an integrated approach to quality assurance and enhancement. The Enhancement Themes support learners and staff at all levels in further improving higher education in Scotland; they draw on developing innovative practice within the UK and internationally The five elements of the framework are: z a comprehensive programme of subject-level reviews undertaken by higher education institutions (HEIs) themselves; guidance is published by the SFC (www.sfc.ac.uk) z enhancement-led institutional review (ELIR), run by QAA Scotland (www.qaa.ac.uk/reviews/ELIR) z improved forms of public information about quality; guidance is provided by the SFC (www.sfc.ac.uk) z a greater voice for students in institutional quality systems, supported by a national development service - student participation in quality scotland (sparqs) (www.sparqs.org.uk) z a national programme of Enhancement Themes aimed at developing and sharing good practice to enhance the student learning experience, facilitated by QAA Scotland (www.enhancementthemes.ac.uk). The topics for the Enhancement Themes are identified through consultation with the sector and implemented by steering committees whose members are drawn from the sector and the student body. The steering committees have the task of establishing a programme of development activities, which draw on national and international good practice. Publications emerging from each Theme are intended to provide important reference points for HEIs in the ongoing strategic enhancement of their teaching and learning provision. Full details of each Theme, its steering committee, the range of research and development activities as well as the outcomes are published on the Enhancement Themes website (www.enhancementthemes.ac.uk). To further support the implementation and embedding of a quality enhancement culture within the sector - including taking forward the outcomes of the Enhancement Themes - an overarching committee, the Scottish Higher Education Enhancement Committee (SHEEC), chaired by Professor Kenneth Miller, Vice-Principal, University of Strathclyde, has the important dual role of supporting the overall approach of the Enhancement Themes, including the five-year rolling plan, as well as institutional enhancement strategies and management of quality. SHEEC, working with the individual topic-based Enhancement Themes' steering committees, will continue to provide a powerful vehicle for progressing the enhancement-led approach to quality and standards in Scottish higher education