After about two years of working at the former OU London regional centre in Camden, I remember a presentation for someone; a fellow staff tutor who worked in the Arts Faculty.
“He’s been given a chair!” my colleague whispered. I must have looked confused, since this assertion was immediately followed by a further explanation: “he’s become a professor!”
I had discovered that much of my role of a staff tutor was constantly spent facilitating, co-ordinating and administrating (if that is a word). I didn’t have any time to carry out any substantial or significant research. I was way too busy with “getting things done” to do any in depth thinking and reading about and into my discipline, which was originally computer science – or, more specifically, computer programming and software engineering.
“They do things differently in Arts; they have a role called a senior faculty manager” my colleague explained. “The faculty manager does a lot of the administrative work that a staff tutor does, such as organising the timetables and carrying out CDSA appraisals”.
If we had help with carrying out some of the admin work, I could see how someone who was doing my role might be potentially able to carry out research, and potentially step onto the trajectory that may lead to a chair.
I could see it working within the Arts faculty, but I couldn’t see how that would be possible in the Faculty of Maths Computing and Technology, as it was called then.
I remember some celebrations. I remember some speeches. I’m pretty sure there would have been some prosecco.
After the celebration and the speeches, I would have returned to my email inbox to continue with whatever admin I needed to complete.
Finding the time
The School of Computing and Computing has a number of research groups.
There’s the next generation multimedia and networking research group, the critical information studies group, an interaction design group, an AI and natural language processing group, a software engineering and design group, and a Technology and Education group (group website).
My research ‘home’ within the school lies within the Technology and Education group, for the simple reason that I thought it easier to carve out a research niche if I allied aspects of my work (which is within education planning and organisation) to computing technology (which is a field that I used to work in). This said, my research interests also cross the interaction design group (which I used to tutor), and software engineering (where I’ve done a bit of research into, particularly theories of software comprehension and software metrics).
Earlier this month, there was a meeting which was about how staff tutors in TERG might increase their opportunities to carry out research (if this is something that they are interested in doing). Essentially, it all boils down to how to “craft out time” from our day job. This may mean thinking about accompanying issues, such as how to gain help with important elements such as writing, or research design, or statistical analysis. It also means finding ways to set boundaries.
I remember a talk by a former colleague who used to work in the School of Maths. He allocated a day per week to carry out research. I tried that for a while, trying to allocate every Friday as a research day, but it broke down; meetings kept sneaking into my diary – the need to administrate intruded in my plans.
One way to increase research capacity is to combine it with other related activities. One activity is co-supervising PhD students. This means identifying projects, and recruiting potentially interested students. Doctoral students might mean full time students based in the school, or part time students who are studying away from the university, or even EdD students (if their research area has a significant or substantial educational focus). A point to bear in mind in that a staff tutor must network to find potential co-supervisors.
An important suggestion was that it might be possible to plan what could be termed an ‘internally supported sabbatical’, perhaps in collaboration with other staff tutors or assistant staff tutors. Perhaps time could be ‘chunked’ together. Perhaps my day a week didn’t work out, since I didn’t have enough concentrated time to work dedicate to a problem. It took time and energy to get into research, and there’s an overhead in trying to repeat that same activity every week. Momentum is important.
A related theme is the importance of buddying; perhaps sharing some responsibilities maybe one approach to gain some of the important ‘headspace’ needed to facilitate the development of research capacity.
Other points that have been discussed have included the need to be completely honest about how our time is allocated and reported to the university (using something called the Academic Workload Modelling tool). Maybe there are clever ways to gain administrative support, but effective admin support needs consistency, since that too is all about understanding and solving problems.
Since I haven’t been able to carry out any disciplinary research for quite a while, I feel I would benefit from knowing how others do research. Perhaps there’s opportunity for mentoring, or the development of practical support and guidance about how to bid for projects. Again, it comes down to knowing who is good and doing what, and who might be able to help.
During our meeting, something called PACE was mentioned, which is an abbreviation for Professional academic communication in English. PACE happens in another faculty, called WELS, the Faculty of Wellbeing Education and Language Studies. The programme looks interesting, and doing a bit more digging, I’m taken to a further set of pages about face to face doctoral training.
Director of research
Following on from our TERG specific meeting, our current director of research, Robin Laney attended one of our staff tutor meeting. I noted down four important points:
- Make sure you find the time to network widely across the school (but also outside of the school too). Find others who share your research interests.
- Do you have a research agenda? If not, try to write one. If you don’t, go to different research group meetings. See point 1; networking.
- When it comes to finding research students, make sure that you advertise projects not only through the school website, but also through various mailing lists and other communities. See point 1; networking.
- Go speak with the director of research. Our director may be able to put you in contact with other colleagues in the school with similar research interests, and support activities that could lead to research, such as conference attendance or funding of pilot project. See point 1; networking.
I’m faced with a dilemma.
I really enjoy research, but I also enjoy seeing the end result of what some might see as ‘admin’, such as making sure that a module timetable is set up and ready to go, or the development or co-facilitation of a tutor development conference. In some respects, I’ve tried to find a middle way, which has meant carrying out some scholarship through the STEM faculty scholarship centre, called eSTEeM.
The one thing that is common to both research and scholarship is, of course, time. It may be possible to carve and craft time from an existing work plan, but there are two other common elements that are important: collaboration and planning.
Many thanks to Janet Hughes who set up a meeting to discuss research amongst the staff tutors from the TERG research group. Janet kindly reviewed an earlier version of this blog. Thanks are also extended to Robin Laney, C&C Director of Research. Acknowledgements are also extended to Karen Kear, who leads the technology and education research group.