A comparative study of the perceptions of professional staff on their contribution to student outcomes

Regan, Julie‐Anne; Dollard, Emma; Banks, Nicci

doi:10.1080/1360080x.2014.936093

Cited by 15 publications

(6 citation statements)

References 14 publications

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“…Eustacia, likewise, reflected that her role has less to do with her job description than how she applied her expertise. Our experience in these positions further reinforces the importance of recognising the diversity and opportunity that exist among different subcategories of professional staff, and third space staff in particular (Melling, 2019;Regan et al, 2014).…”

Section: Structural Factorssupporting

confidence: 54%

“…Since a substantial amount of literature about higher education work focuses on academic staff (Blackmore, Chambers, Huxley, & Thackwray, 2010), ambiguity still surrounds the professional identities and work of other higher education staff (Graham, 2012;Regan, Dollard, & Banks, 2014). Extant research has highlighted the 'rising aspirational and professional needs' of third space professionals (Sebalj et al, 2012, p. 468), yet suggest such staff are still 'comparatively impotent or largely invisible' (Gray, 2015, p. 546).…”

Section: Introductionmentioning

confidence: 99%

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‘So what do you do?’: Third space professionals navigating a Canadian university context

Smith

Holden

et al. 2021

Journal of Higher Education Policy and Management

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Third space professional staff have been emerging as leaders and key contributors to higher education institutions around the world. These staff are employed to support initiatives in such areas as teaching and learning, research management, student services, community engagement, and strategic initiatives, some of which were previously the sole domains of academics. Positioned between these academic and professional spheres, four professionals from the University of Calgary engaged in narrative inquiry to reflect on how their context and lived experiences inform their identities navigating the third space. The authors describe how role ambiguity, self-advocacy, positional liminality, and cross-boundary relationships create challenges and opportunities for third space professionals as they navigate the institution and define their place in it. Implications and suggestions for higher education administrative leaders are provided, based on opportunities for third space professional staff to effectively operate within their organisations.

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Section: Structural Factorssupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

‘So what do you do?’: Third space professionals navigating a Canadian university context

Smith

Holden

et al. 2021

Journal of Higher Education Policy and Management

View full text Add to dashboard Cite

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“…The study is not meant to provide a meaningful comparison between student and staff perception. However, staff perception is relevant as they contribute to positive student outcomes ( Regan et al, 2014 ). For both academic years, the difficulty was reported as intermediate by half of the staff, and a majority of staff considered time was adequate.…”

Section: Discussionmentioning

confidence: 99%

Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait

Al‐Haqan

Al‐Taweel

Koshy

et al. 2021

Saudi Pharmaceutical Journal

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Background Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015–2016 and 2016–2017). Methods The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys. Results The overall students' OSCE scores for the academic years 2015–2016 and 2016–2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p < 0.0001). The average students' performance score was high in stations covering 'patient consultation and diagnosis' competency (71.4% (95% CI: 66.7–73.3)) and lower in stations covering 'monitoring of medicine therapy' competency (50.0% (95% CI: 33.3–66.7)). Students perceived stations covering 'monitoring medicines therapy' and 'assessment of medicine' as difficult. However, staff perceived stations related to 'patient consultation and diagnosis' competency as the easiest. Students reported that the OSCE was a positive experience as it provided them an opportunity to practice real life scenarios in a safe learning environment. Conclusion The OSCE helped to identify the level of competency of students prior to graduation and areas to improve in the curriculum.

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“…There has been limited research on the careers of professional staff within universities, a potential oversight considering the increased reliance on professional management in universities (Regan, Dollard, & Banks, 2014). Consequently, little is known about how staff enact their careers in relation to their values, needs, attitudes and behaviours.…”

mentioning

confidence: 99%

Professional staff in universities: Career needs, values, attitudes and behaviours

Gander

2018

Australian Journal of Career Development

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This article outlines a concurrent complementarity, mixed methods research design to explore the careers of university professional staff through the application of a contemporary career profile framework. Two hundred and twenty-six participants from Australia and the UK completed a multi-method questionnaire. Integration occurred at three points: the conceptualisation stage using a multi-method instrument; the experiential stage where the quantitative data results acted as a priori themes for the theoretical thematic analysis; and the inferential stage where both convergent and divergent triangulation of the results took place to provide a broader and deeper understanding of the phenomenon under study. This methodological design aims to demonstrate the usefulness of mixed methods in carrying out careers research. The findings extend the career profile theory by highlighting individual needs, related behaviours and outcomes and by suggesting that there are various psychological mechanisms acting to drive career behaviours.

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A comparative study of the perceptions of professional staff on their contribution to student outcomes

Cited by 15 publications

References 14 publications

‘So what do you do?’: Third space professionals navigating a Canadian university context

‘So what do you do?’: Third space professionals navigating a Canadian university context

Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait

Professional staff in universities: Career needs, values, attitudes and behaviours

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