Releasing the hidden academic? Learning from teacher-educators’ responses to a writing support programme

Abstract

The Research Excellence Framework has led to increased scrutiny on the volume/quality of writing produced by academics within higher education institutions. This paper describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is not simply a case of ‘hurrying them along’ but requires understanding of the particular barriers to writing for this group. We show how tailored interventions, with emphasis on professional development rather than the explicit demand for publications, may be a fruitful approach towards encouraging staff to write and publish.

Keywords:

• academic identity
• agency
• teacher-educators
• social construction
• writing support
• new universities
• writing for publication
• writing retreat

Notes

1. The Russell Group is a collaboration of 20 of the leading universities in the United Kingdom in terms of research income, teaching and learning and links with business and the public sector.

2. The term ‘new’ university refers to any polytechnic that was given the status of a university following the Further and Higher Education Act 1992.