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LSRN Strategic Workshop
Networking the Networks
Thursday 11 October 2018
80 The Strand, London WC2R 0RL
Networking the Networks
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CONTENTS
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The workshop 3
Introduction 3
Context: sectoral regimes 4
LSRN values and purpose 8
Information from participants 9
LSRN contacts 13
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THE WORKSHOP
This event is hosted by Pearson. The LSRN event planning team were: Andrew Morris and Anne Thompson. It was organised by the NfER Events and Conference Team on behalf of LSRN, in liaison with Pearson.
INTRODUCTION
It’s almost a year since the idea of a network to link up the various research networks in our sector was discussed at the 2017 LSRN workshop. During the ensuing year a group of volunteers has stepped forward to begin putting that vision into practice. At this one-year-on event, the Working Group will be presenting their work and asking for your advice about the ways forward.
The initiative has been dubbed “Networking the Networks” (NtN) and a website has been sketched out to indicate how the linkages might work and to begin demonstrating some of the benefits that may follow. It’s in draft form and much will depend on the views expressed in the Workshop discussions, as the final version is put together.
An even more visible manifestation of the NtN initiative is the revamped Newsletter from LSRN. Building on the pre-existing LSRN Newsletter, the upgraded format and expanded content are revealing just how widespread interest in the initiative is, and indeed, how extensive research activity is across the sector. This has been reinforced by the immediate success of the NtN Twitter account @LSRNetwork, which has so far attracted 354 followers.
Participation in research is clearly on the rise. Practitioner-researchers are contributing to conferences and publications organised by many organisations, including BERA, ARPCE, ETF and NEU - all of which are showing interest in the NtN initiative. On the ground, several LSRN groups have started up (or been reactivated) in the past year including Greater Manchester, Bristol and West Midlands. #FEresearchmeets, in which practitioner-researchers come together to share their work and learn from one another, have proved popular in several areas and are mushrooming. The NtN initiative is supported by them and is in turn helping publicise their activities.
The Working Group has agreed to carry on for at least a further year to develop this collaborative venture. It is expected that more and more networks and organisations will agree to participate and will see what kind of benefits this increased connectivity brings. Beyond this, we hope discussions at the Workshop will throw up new ideas about where this strengthened base for practice-focussed research and evidence could take us. People have suggested, for example, that greater awareness of one and others’ activities could lead to more and better collaborative bids for funding. Could multi-agency bids, perhaps incorporating practitioner expertise, lead to greater success in the competition for research funding from government, charitable foundations or research councils for example? Could increasing interest in each other’s specialist knowledge drive up demand for an accessible (and searchable) repository for research relevant to the sector?
Your views will be prized, carefully noted and put forward to the many parties involved in getting the Networking the Networks initiative off the ground. Fresh thinking and innovative ideas will find a welcoming home.
Andrew Morris, October 2018
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SECTORAL CONTEXT
Sectoral Inspection and Quality Regimes: professional development, evidence use, research, scholarly activity
As professionals/dual professionals, practitioners in the learning and skills sector are developed, trained and held to account in a range of ways. This paper attempts a mapping of this with respect to research and scholarly activity.
Ofsted
Ofsted does not address research or scholarly activity directly, however, the judgements on the ‘effectiveness of leadership and management’ include:
Improve staff practice and teaching, learning and assessment through rigorous performance management and appropriate professional development
Common Inspection Framework, para 28. https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015
The Further Education and Skills Inspection Handbook provides guidance to colleges as to the information that will need to be provided to inspectors:
Development/quality improvement plans, operating statements, subject area plans, staff development plans and action plans arising from inspection, programme review or self-assessment
Details of staff qualifications and experience and of staff development activity over the last two years
Handbook, para 59: https://www.gov.uk/government/publications/further-education-and-skills-inspection-handbook
QAA
The existing UK Quality Code includes in Chapter B3, Teaching and Learning:
Learning and teaching practices are informed by reflection, evaluation of professional practice, and subject-specific and educational scholarship.
and
Higher education providers assure themselves that everyone involved in teaching or supporting student learning is appropriately qualified, supported and developed.
Indicators 3 and 4: https://www.qaa.ac.uk/en/quality-code/the-existing-uk-quality-code/part-b-assuring-and-enhancing-academic-quality
The revised UK Quality Code is scheduled for publication in November 2018: https://www.qaa.ac.uk/quality-code/the-revised-uk-quality-code
HEFCE/OFS
The assessment criteria for the TEF include (as part of the Learning Environment):
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Resources (LE1) Physical and digital resources are used effectively to aid students’ learning and the development of independent study and research skills
Scholarship, Research and Professional Practice (LE2) The learning environment is enriched by student exposure to and involvement in provision at the forefront of scholarship, research and/or professional practice
https://www.gov.uk/government/publications/teaching-excellence-and-student-outcomes-framework-specification
ETF and HEA Professional Standards
The table below suggests an alignment between the ETF Professional Standards (2014): http://www.et-foundation.co.uk/our-priorities/professional-standards/and the HEA UK Professional Standards Framework (UKPSF) (2011): https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf(Following the merger of the Higher Education Academy, the Equality Challenge Unit and the Leadership Foundation for Higher Education to form AdvanceHE, the HEA Fellowship scheme, aligned to the Professional Standards Framework (PSF), will be retained. https://www.advance-he.ac.uk/questions-answers)and the Teachers’ Standards (2011) published by the DfE used in schools and by Sixth Form Colleges:https://www.gov.uk/government/publications/teachers-standards
For ETF and the HEA there are three sets of standards. For ETF, 20 standards:Professional values and attributes (V)Professional knowledge and understanding (K)Professional skills (S)For HEA, 15 dimensions of the framework:Areas of activity (A)Core knowledge (K)Professional values (V)For teachers, there are two Parts: Part One: Teaching, with 8 Standards with bulleted elementsPart Two: Personal and professional conduct
Whilst the terminology for the sets of standards is similar, the allocation of the separate elements to each is not a simple match. The standards directly pertinent here are given below.
ETF Standards HEA Standards Teachers’ StandardsK7 Maintain and update knowledge of your subject and/or vocational area
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
Part One, Standard 3, Demonstrate good subject and curriculum knowledge, including:-demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
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K8 Maintain and update your knowledge of educational research to develop evidence-based practice
V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
Part One, Standard 8, Fulfil wider professional responsibilities, including:-take responsibility for improving teaching through appropriate professional development…
K9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence
V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
The guidance on teachers’ professional development requires that:Professional development should be underpinned by robust evidence and expertise
Teacher Training
The ETF and the Society for Education and Training (SET) assumed the responsibility for the oversight of ITE for the sector from the Learning and Skills Improvement Service (LSIS) and Institute for Learning (IFL) and ETF provides guidance on ITE qualifications:https://www.feadvice.org.uk/sites/www.feadvice.org.uk/files/Guidance%20for%20Qualifications%20in%20Education%20and%20Training%20November%202016.pdfand a QTLS interactive map which addresses the Professional Standards (see above):https://set.et-foundation.co.uk/digital-assets/qtlsmap/
The level 5 Diploma in Education and Training (DET) qualification offered by a range of Ofqual recognised Awarding Organisations confers QTLS. Two of the mandatory units, Theories, principles and models in education and training and Wider professional practice in education and training require trainees to analyse, evaluate and use evidence. An Action research unit is included in the optional units.
A number of HEIs offer versions of the DET as well as level 6 PGCE.
Additionally, AOs and HEIs offer specialist qualifications at levels 5 to 7
ETF Practitioner Research Programme
For several years, the ETF has delivered a Practitioner Research Programme in partnership with SUNCETT at the University of Sunderland. Initially, from 2009, this was the Research Development Fellowship (RDF) but now two opportunities are available, the ETF MPhil programme with a first year as the RDF with a second year option available which will offer a full MPhil from Sunderland and an MA Short course to support practitioners who would like the opportunity to initially develop their research ideas.
The content of both programmes follows the research cycle: identify the problem and context, conduct a literature review, collect and analyse data, discuss findings, present recommendations and conclusions. Both attract bursary support and details are available at: https://www.et-foundation.co.uk/research/practitioner-research-support/
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The AoC Scholarship Project
The Scholarship Project led by the Association of Colleges and funded by the Higher Education Funding Council for England, was set up in 2015 to help develop and embed a scholarly ethos across the college higher education sector. One of the outputs of the project was to establish a ‘Scholarship Framework’. This would:
Centre on advancing relevant forms of scholarship within technical and professional curricula; and
Enhance the learning experience of students.
The framework was finalised in June 2018 and provides a free toolkit of resources aimed at supporting English colleges with higher education provision to enhance student learning through forms of scholarly activity. AoC member colleges and practitioners can register to access the materials. https://www.thescholarshipframework.co.uk/
Anne Thompson, October 2018
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LSRN PURPOSE AND VALUES
Purpose
The network aims to help people, in going about their professional practice, engage with research and development.
The network seeks to:
Demonstrate the value of research and development by: assisting practitioners to undertake effective research and development assisting practitioners and policymakers to understand the outcomes and processes of
research and development encouraging the growth of a research culture at institutional, national, regional and local
levels.
Help build the capacity of the sector by: putting people in touch with each other providing opportunities to present and discuss research and development organising opportunities for professional development develop opportunities to undertake research and development work, collaboratively or
otherwise.
Exploring ways of increasing the influence of findings by: encouraging work across sector and discipline boundaries encouraging collaboration between parties developing conduits through which findings can be assessed and disseminated.
Values
In pursuing its purpose, the network places particular value on: An inclusive approach which:
recognises the variety of relevant methods and topics involves participants from a wide range of backgrounds, including practitioners, researchers,
developers, managers and policymakers identifies the specific role of practitioners and others in evaluating and implementing
findings.
Applying research to the concerns of practice and policy by: encouraging reviews of existing knowledge before new research is undertaken distilling and communicating key messages in appropriate ways for different audiences.
Addressing capacity by: building practitioner training into projects encouraging engagement with research through professional development activity demonstrating the value of research and development to budget holders maximising connections between regional groups.
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INFORMATION FROM PARTICIPANTS
All participants had the opportunity to provide information about networks in which they participate and the benefits to be derived from participation.
Name: Jo Fletcher-SaxonRole: Assistant PrincipalOrganisation: Ashton Sixth Form College Email contact: [email protected](s) you participate in. Please give the name of the network and its focus.
#FEResearchMeet
What are the key reasons why you participate in this network and what benefits do you derive from this participation; why would you recommend this to others?
I joined forces with Sam Jones to launch a #FEResearchMeet for Gr Manchester in 17/18 and attended others that ran. This was using the successful model founded by Sam. I also attended Sam’s second research meet and one that ran in Bristol.
‘FEResearchMeets’ give a space to college staff and external staff to share and collaborate around their practitioner research interests.
Our event also gave us the place to launch a Gr Manchester hub for LSRN. We have planned in 3 Gr Manchester LSRN meeting points in the 18/19 year at which college staff and those from others in the region can meet to get support with their practitioner research projects and these will lead through to the next Gr Manchester #FEResearchMeet in Nov 2019.
In terms of benefits, this networking opened up opportunities at ReimagineFE run by BCU and at ARPCE and at the post 16 NEU conference to name just a few. All supporting the drive for teacher self-driven professional development through action research / practitioner research.
The benefits of this model are that it is democratic, grassroots and open to anyone in further education with the focus firmly on those working in the post 16 sector.
Name: Colin Forrest Role: Hon. Visiting Research FellowOrganisation: Leeds Trinity UniversityEmail contact: [email protected](s) you participate in. Please give the name of the network and its focus.
BELMAS (British Educational Leadership and Administration Society) Research Interest Groups (RIGs) meet 2-3 times a year across the UK:
Governance and Governing. Looking at governance in schools, learning and skills providers and higher education
Post 16 Education and Leadership and Management. Includes international perspectives Critical Education Policy and Leadership Studies. explores the interplay between policy,
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professionalism and teaching and learning
What are the key reasons why you participate in this network and what benefits do you derive from this participation; why would you recommend this to others?
For me, the RIGs have proved to be:
safe spaces to expose research in progress and draft publications to critical review helpful in fostering research partnerships around specific topics opportunities to learn from practice and research priorities from other sectors networks that provide access to range of speakers including policy makers and
researchers
Name: Gail HallRole: HE Scholarship and Enhancement ManagerOrganisation: Leicester CollegeEmail contact: [email protected] Network(s) you participate in. Please give the name of the network and its focus.
The Scholarship Framework
The Scholarship Framework is a resource for practitioners and institutions engaged in College Higher Education. The framework provides ideas, support and advice on developing and sustaining a HE ethos in colleges and provides a space for networking in the form of contributions of think pieces and case studies and a forum for discussion. What are the key reasons why you participate in this network and what benefits do you derive from this participation; why would you recommend this to others?The Scholarship Framework is the output of the three-year AoC/HEFCE Scholarship Project. All resources have been trialled and tested in colleges and their value to the framework reviewed and approved by a panel of professionals with extensive knowledge and experience of College HE. A vibrant community of practice emerged from the project and it is hoped that this will be extended as more College HE colleagues engage with the framework.
Name: Gerald JonesRole: Head of Adult Learning LewishamOrganisation: Lewisham CouncilEmail contact: [email protected](s) you participate in. Please give the name of the network and its focus.
National LEAFEA – which is the national adult education network (for providers which are services within local authorities – nearly every local authority is funded to deliver adult education).
Learning & Work Institute (previously NIACE) – the LWI closely supports LEAFEA and has a network across the adult education and skills sector; it also has a thriving skills research department.What are the key reasons why you participate in this network and what benefits do you derive
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from this participation; why would you recommend this to others?
I would recommend LEAFEA for any participant who works in an adult education provider within a Local Authority. It is specifically established to share best practice across this sector, and has a strong action research element to it, as well as having sub-regional networks which gives it a local feel.
The LWI is a leading research organisation in the adult education and skills sector, and is one of the oldest organisations with a specialism in this area.
Name: Sam JonesRole: Advanced PractitionerOrganisation: Bedford College Email contact: sjones:bedford.ac.ukNetwork(s) you participate in. Please give the name of the network and its focus.
Bedford College Group Research Network#FEResearchMeet
What are the key reasons why you participate in this network and what benefits do you derive from this participation; why would you recommend this to others?
Bedford College Group Research NetworkI formed with network with my colleague, Catherine Lloyd, five years ago with the intention of supporting and normalising research within colleges.
Five years on Bedford College Group now has two networks, one based in Bedford and one at Tresham College. It has changed the college’s policy on supporting staff undertaking all levels of post-graduate study, they offer funding towards master’s degrees, and offer a day’s study leave to doctoral students. This year the network is taking its first steps into blogging as a method of sharing research inside and outside the college and in running bids for pots of money to run larger pieces of research within the college.
The college network continues to ensure its members are aware of conferencing and publication opportunities and I am pleased to say that we were the most represented organisation at the recent ARPCE bi-annual conference and that Bedford Group staff members are contributing to five of the 26 chapters in Jonathan Tummon’s new book exploring PCET.
Aside from these benefits, members can find a ‘safe space’ and support to develop their skills and identity.
I would recommend this college-based network as support at a college-level is fairly unique, but massively helpful. Others have to wait for conferences or use twitter to access support and guidance, our members have it within their place of work.
#FEResearchmeet
#FEresearchmeets were born from a conversation between myself and Norman Crowther at the LSRN three years ago. In the first year I ran one meet at Bedford College, and then began to look for others to join the movement and give lecturers across the UK an opportunity to share
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research.
#FEResearchmeets is a grassroots, democratic movement, free to those working in the post-compulsory sector as they are generously supported by local colleges and the NEU.
The key benefit for me is that I have got to work with some fabulous colleagues in other colleges, notable Jo in Gt Manchester and Amy in Bristol and offer support in their journeys running #FEResearchmeets. I get to choose the keynotes so have met some of my academic ‘idols’ which is a wonderful opportunity.
The buzz around the #FEResearchmeet movement at the end of the last academic year was more than I could have expected. Over 150 FE staff accessed the three meets than ran in 2017-2018 and over 25 pieces of research were shared. I would strongly recommend the experience of running a FEresearchmeet as the days are so much fun. I have people queuing to present and attend in 2019 and personally can’t wait to meet more fantastic staff from our sector.
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NEWSLETTER
A regular newsletter is produced and circulated. Please contact Andrew Morris ([email protected]) to be included on the circulation list or to include material.
REGIONAL AND LOCAL NETWORKS
Regional networks were created following the first national conference in 1997. Their level of activity has varied over time and across the country. During the time when LSDA provided support and links with their regional coordinators regional conferences were held and regional research projects supported. More recently the networks are entirely reliant on volunteers and support in kind from institutions. However, there continue to be regular network meetings in most regions as well as regional events, and convenors are members of the national planning group. Recently local groups are also being organised often based around a city or lead college.If you would like to find out about these activities please contact the relevant convenor.
Beds, Bucks and Herts Sam Jones [email protected] area Amy Richardson [email protected] vacancyEast Midlands Bill Esmond [email protected] Manchester Jo Fletcher-Saxon [email protected] and South East Sai Loo [email protected] East Maggie Gregson [email protected] West vacancy South West Claire Gray [email protected] Midlands Craig Tucker [email protected] & Humber Kevin Orr [email protected]
Contact Andrew Morris to be added to the list [email protected]
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