Abstract
An opinion piece that argues for a more balanced portfolio of academic staff within faculty, whereby pracademics are ‘pivotal’ academic staff who can ‘talk the talk and walk the walk’ with students who have industrial placement experience.
Highlights
An opinion piece that argues for a more balanced portfolio of academic staff within faculty, whereby pracademics are ‘pivotal’ academic staff who can ‘talk the talk and walk the walk’ with students who have industrial placement experience
Research Exercise Framework (REF) aligned vacancies are typically staffed by career academics (Tennant, Murray, Forster, & Pilcher, 2015; Craig, Tennant, Murray, Forster, & Pilcher, 2016) with little or no industrial experience and sheltered by academic life
In contrast ‘pracademics’ (Andrew, Lopes, Pereira & Lima, 2014; Pilcher, Forster, Tennant, Murray & Craig, 2017) have industrial capital that is essential if universities are serious about their rhetoric on employability: Higher Education Providers (HEPs) have a responsibility to engage with student expectations about higher education
Summary
An opinion piece that argues for a more balanced portfolio of academic staff within faculty, whereby pracademics are ‘pivotal’ academic staff who can ‘talk the talk and walk the walk’ with students who have industrial placement experience. In contrast ‘pracademics’ (Andrew, Lopes, Pereira & Lima, 2014; Pilcher, Forster, Tennant, Murray & Craig, 2017) have industrial capital that is essential if universities are serious about their rhetoric on employability: Higher Education Providers (HEPs) have a responsibility to engage with student expectations about higher education. In this opinion paper we argue that the dominance of career academics, condoned by the UK Government vis-a-vis the REF, has stymied the university experience for students in transition from a disciplinary industrial placement, returning to, and through, their university studies.
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