As part of the Time4UNIChange EU project, 10 academic staff of the Munster Technological University (MTU) were interviewed about participating in external engagement and/or entrepreneurial activities. What emerged allows us to better understand the context, the perceived benefits and challenges of academics, particularly early-stage academics.
INTRO
Interviews conducted during the investigation phase aimed to capture the perceived benefits of academics in external engagement and/or entrepreneurial activities, the challenges they face integrating these activities into their roles as an academic as well as the changes they believe necessary to increase the number of academics involved in these activities.
The interview participants were divided into two groups: those engaged externally (including entrepreneurialism) and those that are currently not (mostly early-stage academics). Those who are engaged had all previously worked in industry before joining academia which afforded them contacts, an understanding of industry culture and the confidence to engage. Early-stage academics struggled to see where these activities could fit into their class contact as the teaching load is significant (18 hours) and beginning in academia is a steep learning curve.
ARGUMENT
Benefits
The academics spoke passionately of the value external engagement and entrepreneurial activities bring to the classroom, to the development of students and to their job satisfaction. The students benefit through real world learning and experience for CVs, interviews, and future employment, building confidence and providing valuable interactions with external organisations. The academics see positive impacts on their ability to teach students the skills required to fulfill the role instead of ‘teaching theory’, remaining relevant and connected to their field and enjoying the day-to-day job more.
Despite the many benefits, and clear EU and National policy (including the TU Act 2018) statements on the importance these activities have in Higher Education Institutions, they remain a personal choice that is not recognised or rewarded professionally (and often penalised during promotional opportunities) compared to research or teaching.
Challenges
Most participants felt that management were supportive of any activity that could benefit the student’s education, but that time was the only resource in short supply. Time spent on external engagement and entrepreneurial activities for most of the participants was additional to their timetable and often fulfilled during holidays. The OECD’s recent review of technological university academic career paths, contracts and organisation in Ireland discusses the current teaching contract hours restriction on academics’ ability to deliver on the engagement and research remit of Technological Universities (TU’s).
Participants were eager to see contractual changes to allow more flexibility in hours spent on these activities, as well as changes to the value given during promotional opportunities, and recognition for the effort, time, and impact of these activities for the students, institution and region.
Although the TU Act of 2018 clearly states that a function of the TU’s is to collaborate with business, enterprise, the professions, the community, local interests, and related stakeholders in the region in which the campuses of the technological university are located, there is no defined measurement regarding success in this area.
In addition, pressure to increase the percentage of academic staff with doctoral qualifications coupled with funding constraints tends to favour the recruitment of young academics rather than candidates with significant industry experience.
CONCLUSION
The current system largely depends upon eager (connected and industry experienced) staff to take up external engagement and/or entrepreneurial activities separately to their teaching role. Initial findings from this research would suggest that younger academic staff would benefit from training and support in undertaking these activities as well as recognition of their efforts to do so.
Author:
Laura O’Donovan, MTU