Pedagogical partnerships and professionalisation : changing work and identities of professional staff at one Australian university

University of Technology Sydney. Faculty of Arts and Social Sciences.The purpose of this research was to develop an improved understanding of the work of professional staff in Australian universities. Over the last two decades, external pressures on universities have increased significantly, such that there is even greater need to understand the work of all staff in our universities, and to make the most of their talents. Professional staff comprise more than 50% of staff in Australian universities. Yet little research has been undertaken into the work of professional staff, particularly in relation to teaching and learning. This doctoral research project was undertaken at the University of Technology, Sydney (UTS), in 2009–2012, with the aim of investigating how professional staff contribute to student outcomes, from the perspectives of the staff themselves. Three key conceptualisations emerged from this research project: 1. the Professional Staff–Student Outcomes (PSSO) Framework, which defines a new method and framework for the study of the work of professional staff in relation to student outcomes; 2. pedagogical partnerships, providing a novel conceptualisation of the ways in which professional staff contribute to student outcomes; and 3. professionalisation, with a key theme of changing professional identities, conceptualising the growing professionalisation of professional staff. Professional Staff–Student Outcomes (PSSO) Framework Using as a basis 13 propositions for student support that had been derived in an earlier meta-study, the Schmidt Delphi method was modified to test the validity of these propositions in relation to the contributions of professional staff to student outcomes. Moderate agreement resulted, and further verification was achieved through member checking of results. Replication of my methodology is currently underway in the United Kingdom, where preliminary results confirm my results. Pedagogical partnerships It was found that professional staff form relationships – for the achievement of positive student outcomes – with a range of different individuals and groups including other professional staff, academic staff, students and, at times, external stakeholders. In these pedagogical partnerships, learning and teaching occur through activities, undertaken by professional staff in co-operation with these partners, which contribute to student retention, persistence and achievement. These activities primarily occur when professional staff are providing behaviours, environments and processes that are welcoming and efficient, as well as when providing a comprehensive range of services and facilities. Professionalisation The phenomenon of changing identities, which is set in the context of growing professionalisation of professional staff, emerged as both an enabler and a driver for the development of pedagogical partnerships. Professional staff who are highly qualified, have specialised knowledge, are experienced networkers, and are confident decision-makers, are both more able to form pedagogical partnerships, and are more likely to initiate such partnerships. In conclusion, a proposal is made for a Roles Matrix and a single pay spine system for mapping and equitably rewarding the work of all university staff. Together, the Roles Matrix and the single pay spine would facilitate flexible career paths and would permit equal pay for equal value of work. This study indicates that the work of all staff is essential to students achieving their learning outcomes, and that all staff need to work together, supportively, valuing the work of their colleagues

A Tale of Two Cities: the sequel An international comparison of the contributions of professional services staff to student outcomes

This paper reports on a comparative study examining the contribution of professional services staff (PSS) to the student experience: in particular, their contribution to retention and successful outcomes. This is the second phase, involving in-depth interviews, comparing an Australian and a UK institution. Results from the first phase, which used a Delphi Survey method, were reported in the 2013 SRHE conference. Because of the wide-ranging roles of professional services staff, more in-depth exploration was needed to gain a better understanding. This presentation will report on findings from the second phase comparative analysis, following the UK interviews being undertaken in spring 2015. Initial analysis shows a consistent view on the contribution of PS towards institutional behaviours that deal promptly and knowledgably with students’ enquiries, whilst exhibiting a friendly demeanor. However, this phase also highlights some important differences, which have implications for institutional cultures and the provision of professional development

Outcomes of Childhood Asthma and Wheezy Bronchitis. A 50-Year Cohort Study

Rationale: Cohort studies suggest that airflow obstruction is established early in life, manifests as childhood asthma and wheezy bronchitis, and continues into early adulthood. Although an association between childhood asthma and chronic obstructive pulmonary disease (COPD) in later life has been demonstrated, it is unclear if childhood wheezy bronchitis is associated with COPD. Objectives: To investigate whether childhood wheezy bronchitis increases the risk of COPD in the seventh decade. Methods: A cohort of children recruited in 1964 at age 10 to 15 years, which was followed up in 1989, 1995, and 2001, was followed up again in 2014 when at age 60 to 65 years. Discrete time-to-event and linear mixed effects models were used. Measurements and Main Results: FEV1 and FVC were measured. COPD was defined as post-bronchodilator FEV1/FVC <0.7. Childhood wheezing phenotype was related to 1989, 1995, 2001, and 2014 spirometry data. Three hundred thirty subjects, mean age 61 years, were followed up: 38 with childhood asthma; 53 with childhood wheezy bronchitis; and 239 control subjects (of whom 57 developed adulthood-onset wheeze between ages 16 and 46 yr). In adjusted multivariate analyses, childhood asthma was associated with an increased risk of COPD (odds ratio, 6.37; 95% confidence interval, 3.73–10.94), as was childhood wheezy bronchitis (odd ratio 1.81; 95% confidence interval, 1.12–2.91). The COPD risk increased with childhood asthma, and wheezy bronchitis was associated with reduced FEV1 that was evident by the fifth decade and not an accelerated rate of FEV1 decline. In contrast, adulthood-onset wheeze was associated with accelerated FEV1 decline. Conclusions: Childhood wheezy bronchitis and asthma are associated with an increased risk of COPD and reduced ventilatory function

Contributions of general staff to student outcomes: a Delphi study

The key resource for universities is their academic and general staff (Hoare, 1995, ï½2); yet, little attention has been paid to the work of general staff (Conway, 2000; Szekeres, 2004; Whitchurch, 2004). Nevertheless, general staff have comprised more than half the workforce in Australian universities since 1996 (Department of Education, Employment and Workplace Relations [DEEWR], 2009), and a more rigorous understanding of the contribution of general staff towards the strategic goals of their institutions will enhance their institutionsï½ organisational sustainability. While universities have multiple and diverse stakeholders (Marginson, 2006), students occupy the key stakeholder role in a universityï½s core business of learning and teaching. Consequently, the interaction of general staff with students has potential to impact on the sustainability of an institution. This paper describes a preliminary study into how general staff contribute to student outcomes. A meta-study by Prebble et al. (2004) derived 13 propositions for support of student outcomes that focussed on the contribution by academic staff, and Middleton (2006) subsequently surmised that general staff are also central to those outcomes. This study uses the Delphi method to test Middletonï½s (2006) assertion by engaging general staff in ranking the propositions in terms of the contribution of general staff. This paper concludes by discussing implications for future research

Explaining the social patterning of lung function in adulthood at different ages: the roles of childhood precursors, health behaviours and environmental factors

Background: Lung function successfully predicts subsequent health. Although lung function is known to decline over age, little is known about changes in association with socioeconomic status (SES) throughout life, and whether explanatory factors for association vary with age or patterns for non smokers. Methods: Analyses were based on data on 24 500 participants aged ≥ 18 years from the 1995, 1998 and 2003 Scottish Health Surveys who were invited to provide 1 s forced expiratory volume (FEV1) and forced vital capacity (FVC) lung measurements. Sex-stratified multiple linear regression assessed lung function-SES (occupational social class) associations and attenuation by covariates in three age groups (2003 data (n=7928)). Results: The FEV1-SES patterns were clear ( p<0.001) and constant over time. Relative to the least disadvantaged, FEV1 in the most disadvantaged was lower by 0.28 L in men and 0.20 L in women under 40 years compared with differences of 0.51 L in men and 0.25 L in women over 64 years (pinteraction<0.001 men, pinteraction=0.004 women). The greatest attenuation of these results was seen by height, parental social class and smoking, especially among the under 65s. Secondhand smoke exposure and urban/rural residence had some impact among older groups. Adjusting for physical activity and weight had little effect generally. Similar patterns were seen for FVC and among never smokers. Conclusions: We found cross-sectional evidence that SES disparity in lung function increases with age, especially for men. Our findings indicate that early-life factors may predict inequity during younger adulthood, with environmental factors becoming more important at older ages