Tertiary Education and the Vocational Tutor

Christine WarrConsortium/HEA Conference

University of Huddersfield29th June 2012

Background

• Through narrative interviews the research project investigated:

– Why some individuals move from industry to teaching

– How the move affected their perceptions of identity

– How individuals ‘learn’ to be vocational tutors

Sample

• Twelve vocational tutors working in the construction or engineering departments of a large further education college.

• Industrial experience on entry ranged from 30 years to zero.

• Education levels included first degree (not in the vocational subject), HND in the vocational subject, but the majority having maximum of level 3 in their vocational subject.

Professionalism and the vocational tutor

• Professional identity taken from the original occupation (Gleeson et al., 2005)

• Concept of professionalism in relation to vocational teaching has been much debated (for example, Spencely, 2006; Gleeson et al., 2005; Evetts, 2003)

• ‘Professions are essentially the knowledge - based category of occupations which usually follow a period of tertiary education and vocational experience and training’ (Evetts, 2003: 97)

On appointment...

• Vocational subject qualification at a minimum level 3.

• Academic qualifications limited

• Industrial experience – debatable, does time served in the armed forces and a portfolio career equal industrial experience?

Lack of tertiary education...

• Has the potential to create ‘a weak professional boundary’ (Robson, 2001: 4).

• ‘I see myself as a bit of a teacher... But with reservations ...I’m not one of those people who went to college for years. I have got a bit more education behind me now and I’m quite pleased with what I’ve achieved’ (Sean, has now completed the BA Education and Training)

Tertiary education and the professional

• ‘After my teaching qualification, my teacher training, my approach has changed, I’m getting to be a bit more professional now...’ (Peter).

• ‘I’d say that the Cert Ed certainly opened my eyes up to doing things. I’ve learnt that myself. The second year did change things. I think it’s more analytical then.’ (John).

• ‘...my teacher training course is now coming to an end, and I’ve a good understanding of education as a whole.’ (Carl).

The value of tertiary education as motivator

• As far as career aspirations go I’d like to stay here long enough to get my top-up degree’ (Ken).

• ‘Undertaking the BA was my biggest progression...as far as I was concerned that was like climbing a mountain’ (Mark).

General outcome

• Tertiary education, through the Cert Ed and/or a degree appears to have played a significant role in the successful transfer from industry expert to vocational teacher.

The Future...

• Financial constraints mean less funding for education and training in the FE sector.

• Proposed deregulation (Lingfield Report, 2012)

• ‘Certificate in Further Education at Level 5 for those staff who wish to attain it’ (Lingfield, 2012: 6)

My concerns...

• Will employers be happy for staff to have the minimum teaching qualification?

• Will employees consider the Certificate in Further Education to be unnecessary additional work?

• Will lack of engagement with tertiary education inhibit the professional development of those transferring from industry to education?

References• Evetts, J. (2003) ‘The Sociological Analysis of Professionalism.

Occupational Change in the Modern World’, International Sociology, 18 (2), pp.395-415.

• Gleeson, D., Davies, J. and Wheeler, E. (2005) ‘On the making and taking of professionalism in the further education workplace’, British Journal of Sociology of Education, 26 (4), pp.445-460.

• Lingfield, R. (2012) Professionalism in Further Education, London: Department for Business Innovation and Skills.

• Robson, J. (2001) ‘Professional Challenges for Further Education Teachers in the UK’, available at: http://www.som.surrey.ac.uk/TTnet/prof-chn.htm, accessed 23.11.07

• Spencely, L. (2006) ‘‘Smoke and Mirrors’: an examination of the concept of professionalism within the FE sector’, Research in Post-Compulsory Education, 11 (3), pp. 289-302.