Learning to Work in Higher Education: some staff perceptions

ABSTRACT

The paper explores the process of learning to work in Higher Education, employing a form of critical incident technique in working with nineteen newly‐appointed HE staff to examine their difficulties, how they were dealt with and how they were resolved. Difficulties were sorted into fourteen categories. Leading a seminar caused the largest number of difficulties. Student response was the most powerful stimulant to changing a teaching approach, although little feedback was sought. Relationships with colleagues were problematic for some. A number felt well‐supported and were effectively helped to learn, whilst others believed they were left to cope on their own. A lack of knowledge of curriculum design and validation procedures indicated that some new staff need to have these skills at an early stage. Few fundamental shifts in practice were reported; explanations are offered. Some noted instead a pressure to conform to institutional norms.