Co-Constructing a Community of Practice for Early-Career Computer Science Academics in the UK

Abstract

Early-career academics across all disciplines in the UK face significant challenges, and computer science is no exception. There are challenges in terms of developing an independent research career, delivering high quality learning and teaching, maintaining their own professional development, as well as wider academic service commitments. Tertiary education institutions in the UK often provide support through some combination of mentoring, coaching, and training. Early-career faculty often have to work towards professional recognition of their teaching, either by direct application or via successful completion of an accredited institutional taught postgraduate course. This paper reports on progress towards supplementing institutional-level support through an evolving UK-wide initiative, co-constructed with early-career academics, to build diverse and resilient communities of practice in computer science. Insights are provided as to how the initiative supplements current institutional approach and is underpinned by nationallevel academic practice developmental events, professional body engagement, alongside cross-institutional mentoring and buddying schemes. CCS CONCEPTS• Social and professional topics → Computing education.

A National Mentoring and Buddying Pilot Scheme for UK Early Career CS Academics

“…We build upon recent work [1,2] in exploring, developing and delivering a pilot mentoring and buddying scheme to supplement institution-based professional development and training available to early-career CS academics in the UK, involving regional and national activities. Mentoring is higher education is common practice, however there are limitations if such guidance and support is provided within one university rather than from a wider community [3].…”