linking professional bodies and higher education: building on a research enriched network
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Linking Professional Bodies and Higher Education: Building on a Research Enriched Network. Andy Friedman Director of PARN IHEQN Conference - 17 October 2006. Agenda. Introduce PARN - PowerPoint PPT PresentationTRANSCRIPT
Professional Associations Research Networkhttp://www.parn.org.uk/
Linking Professional Bodies and Higher Education:
Building on a Research Enriched Network
Andy FriedmanDirector of PARN
IHEQN Conference - 17 October 2006
Professional Associations Research Networkhttp://www.parn.org.uk/
Agenda
Introduce PARN Research information on accreditation and
relations between Professional Bodies & Higher Education Institutions
Suggestions on what can be done in future in terms of research and networking through PARN
Professional Associations Research Networkhttp://www.parn.org.uk/
PARN- Professional Associations Research Network
Set up in 1998
Located in Bristol, England: connected to Bristol University
A Membership organisation for Professional Associations (including regulatory bodies, learned societies, trade unions for professionals)
133 Professional bodies
113 UK 15 Ireland 3 Canada
2 Australia
Professional Associations Research Networkhttp://www.parn.org.uk/
Professional Associations Research Network
PARN: A Research-Enriched NetworkAims
To increase the profile of issues relating to professionals, professionalism and professional associations through research and networking with the aim of determining and promoting professional good practice
To encourage professionalisation; particularly of professional associations
To become the premier international knowledge base on Professional Associations
Professional Associations Research Networkhttp://www.parn.org.uk/
Research projects
Continuing Professional Development member relations and routes to membership governance professional ethics operational strategy
Current projects Ethical Competence CPD and the Internet
Future projects Long-term visioning for professional associations Extension of ethical codes analysis to Ireland, Canada &
Australia Changing Patterns of Volunteering Competition Acts and new (de)regulation
Professional Associations Research Networkhttp://www.parn.org.uk/
Research Project Books
Member Relations and Strategy: supporting member involvement and retention 19 October 2006
Governance of Professional Associations: theory and practice 2006
Analysing Ethical Codes of UK Professional Bodies 2005
Critical Issues in CPD 2005
Professional Associations in Ireland: comparative study with the UK 2004
The Professionalisation of UK Professional Associations: governance, management & member Relations 2004
Professional Associations Research Networkhttp://www.parn.org.uk/
Research Project Books
Other books published 1999-2003 include:
2 on governance
4 on CPD
1 on ethical codes
1 on routes to membership
Professional Associations Research Networkhttp://www.parn.org.uk/
Conferences and workshops
London 19 Oct 06 Strategy & Member Relations
Bristol 17 Jan 07 Growing Pains of Smaller PA’s
Dublin 15 Mar 07 Professionalisation of Irish PA’s
London 24 April 07 Ethical Competence
Ottawa 15 May 07 Professionalisation of Canadian PA’s
London 21 June 07 PARN Annual Conference
Sydney Sept/Oct 07 Professionalisation of Australian PA’s
Professional Associations Research Networkhttp://www.parn.org.uk/
Information services – Consultancy - Website
Information service for members Short desk research activities Member Enquiries
Consultancy & training Governance reviews, Induction, Individual Board Member
Evaluations Member Services Support for Professional Ethics
Website with many useful resources some publicly available, most in members only section including CPD Spotlight
Professional Associations Research Networkhttp://www.parn.org.uk/
Information Bases
Surveys of professional associations
UK (April- July 2006) 111 responses of 340
Ireland (June-Oct 2006) 21 responses of 120 so far, survey open until the end of this month
Canada (Oct–Dec 2006) launching this week
Australia (Feb-April 2007) Australianising now
Professional Associations Research Networkhttp://www.parn.org.uk/
Information Bases
128 questions in 7 sections Organisation, Governance, Operations, Membership, Initial Qualification &CPD, Ethics & Standards, External Affairs & PR
Books will include case studies from follow-up calls Models from previous research projects
Professional Associations Research Networkhttp://www.parn.org.uk/
Awarding and accrediting: National
Interaction Ireland UK
Awarding Body below degree level 21%
Awarding body above degree level 21%
All Awarding 41% 54%
Accrediting body 47% 44%
Both awarding and accrediting 11% 25%
Accept specific qualifications offered by others but neither award or accredit
26% 38%
Respondents 19 104
Professional Associations Research Networkhttp://www.parn.org.uk/
Awarding & accrediting: size in Ireland
Interaction <500 501-1500
1501-3000
>3000
Awarding 50% 33% 40% 50%
Accrediting body 50% 33% 60% 50%
Both awarding and accrediting 25% 17% 0 25%
Accept qualifications by others but neither award or accredit
25% 50% 0 25%
Respondents 4 6 5 4
Professional Associations Research Networkhttp://www.parn.org.uk/
Awarding & accrediting: size in UK
Interaction <500 501-1500
1501-3000
>3000
All Awarding 22% 31% 22% 67%
Accrediting body 22% 15% 33% 54%
Both awarding and accrediting
0 8% 11% 33%
Accept qualifications by others but neither award or accredit
56% 69% 56% 28%
Respondents 9 13 9 72
Professional Associations Research Networkhttp://www.parn.org.uk/
Size distribution Survey vs Population
<500 501-1500
1501-3000
>3000 Number
Irish Survey 21% 32% 26% 21% 19
Irish Population
22% 33% 9% 35% 51
UK Survey 9% 13% 9% 70% 103
UK Population
4% 11% 18% 67% 227
Professional Associations Research Networkhttp://www.parn.org.uk/
Member Enquiry on accreditation
1. Does your organisation accredit education or degree programmes?
2. Have you experienced any hurdles (e.g. differences in perspective or priorities) when working with educational institutions?
3. If so, how have you overcome these hurdles?
4. How do you think professional bodies and educational institutions could collaborate more effectively?
5. What are your views on ‘Breathing fire: Professional bodies have a stranglehold on higher education’
Guardian, 18 July 2006Sent out 2 October, 13 responses so far
Professional Associations Research Networkhttp://www.parn.org.uk/
Breathing Fire: VC - U Central England
‘Slaying dragons can be fun … when the dragons in question are bureaucratic monsters flying on wings of red tape. …multitude of professional societies that have taken it upon themselves to validate university courses in their discipline …
Their only consistency is inconsistency.… real objection … not their sentimental attachment to bits of the
syllabus that should have been abandoned in the last ice age; … interference in the process by which students gain qualifications.’
Insisting on particular staff student ratios, that some staff be fellows of the association.
‘Another scam is for the society to demand only students with three As at A-level and a minor Nobel prize be allowed to join the course…
‘lecturers …come up with vaguely plausible demands for resources. They then decree that these are essential … insist that universities stuff extra staff and cash into their course.
‘any unfortunate subject that doesn’t have a professional body to run an extortion racket on its behalf. Bad luck … humanities’
Professional Associations Research Networkhttp://www.parn.org.uk/
Players in the Field containing Higher Ed
1. Governments: encourage perceived gap between higher education and (business) employment needs to be removed for national economic development and security.
2. Many business people have a similar view, but self-train.
3. Most university administrators - get on with becoming entrepreneurial on their own terms. Able to act quickly in response to strategic opportunities. New courses quickly. Some want to maintain international research reputations.
4. Academics - get on with their research and teaching free from administrative burden from top and from outside bodies.
5. Students - get good jobs at the end, good social experience, pursue interests in subject and potential career, good teaching.
6. Professional associations - attract best entrants to profession and maintain standards. This can also => restricting supply.
Professional Associations Research Networkhttp://www.parn.org.uk/
Member Enquiry Responses
Hurdles experienced I Reluctance to apply for accreditation by some institutions
(costs? lack of perceived benefit?) Resistance of universities to relate what they do to a
professional outcome Knowledge gap of some academics re where practice has
been developing Competing demands academic/research vs clinical/applied Reluctance to accept higher standards for entry and
completion esp. subjects (and institutions) that are vulnerable re student numbers
Overseas universities and those who are only in the subject in a limited way are challenged
Professional Associations Research Networkhttp://www.parn.org.uk/
Member Enquiry Responses
Hurdles experienced II Direct teaching requirements mean a higher staff/student
ratio than many institutions are willing to provide We want to ensure training leads to capable ethical
practitioners and universities seem to want to meet their targets re numbers and income
Professional Associations Research Networkhttp://www.parn.org.uk/
Member Enquiry Responses
Overcoming Hurdles I Collaboration among players on accreditation guidelines:
education institutions, employers, postgrad students Annual updates ed framework & accreditation process Dedicated accreditation coordinator to ensure regular
updates and guidance to assist ed institutions Benchmarking vs other accreditation procedures to support
coordination Get ed institutions to rely more on their internal expertise Better links in advance of accreditation: prep for questions Carry more research based articles in our journal and
citing more sources for recommended practices
Professional Associations Research Networkhttp://www.parn.org.uk/
Member Enquiry Responses
Overcoming Hurdles II Better use of Council members who are senior academics Need clearer differentiation between general Humanities
degrees and pre-professional programs degree about journalism vs degree designed to prepare you to
become a journalist. Have representatives of degree awarding universities on
ed committees of professional bodies Better coordination at universities between department and
faculty academics with academic managers concerned with quality control
Certificates of excellence scheme from prof bodies for top students on each accredited course
Professional Associations Research Networkhttp://www.parn.org.uk/
Member Enquiry Responses
Reaction to article Cynical Professional bodies aim to protect the public and promote
the highest professional standards possible. This is a worthwhile aim and requires policies.
View of author not that of heads of departments who have been through our accreditation
Prof bodies have a better understanding of what is happening in the real world than lecturers which reflect theoretical world as understood by lecturers
Some universities are profoundly resistant to the idea of relating what they do to a professional outcome.
Professional Associations Research Networkhttp://www.parn.org.uk/
Ethics – Analysing Ethical Codes
Analysed 70 professional ethical codes
Accessed through association websites
Examined clause by clause and classified by: type of obligation, to whom obligation owed, severity of obligation
Found problems of Accessibility Clarity Consistency
Professional Associations Research Networkhttp://www.parn.org.uk/
Ethics – Analysing Ethical Codes
To Whom are obligations owed
Types of Obligations
Client Society The Profession
Self
Good Citizen
Expertise/
Competence
Character/
Values
Conduct
Professional Associations Research Networkhttp://www.parn.org.uk/
Ethical Competence
1. Knowledge2. Capacity3. Technical Competence4. Ethical Competence
Ability to apply knowledge in an ethical manner as in ethical codes of professional associations knowing when to apply & when to forbear from applying
knowledge, based on ethical principles what is ‘right’ + not ‘right’, taking into account client
needs & what is morally correct + sensitive to the situation of clients + other stakeholders in broad sense
Professional Associations Research Networkhttp://www.parn.org.uk/
Further research and benchmarking
Develop models of accreditation based on benchmarking Philosophies and aims Nature of standards Processes and procedures Supports and connections to ethical codes, prizes. Collaboration: who involved and when
Incorporate normative elements
What works
Interesting practice
Benchmark education institutions as well as professional bodies