Recruitment and retention of diagnostic radiography academics ...

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two employers for those in lecturer-practitioner roles. Participants in allthree organisations recognised the strong link between scholarly outputand doctoral studies as a requirement for their promotion, and, with such asmall team and high teaching load, trying to balance teaching with theirongoing studies and need to publish was a constant frustration. With sofew in senior academic roles, lack of promotional opportunities made themfeel undervalued as a professional group as compared with otherprofessionals in their departments. Nevertheless, they all sought to retaintheir links with practice which gave them a sense of satisfaction in theirrole.ConclusionIn conclusion, this small scale and time limited study focused on diagnosticradiographer academics in south-west England and reinforced other previousstudies in support of issues related to the recruitment and retention of academicstaff. In spite of the different expectations for entry, from the two types ofuniversities under study, it seemed unclear to practitioners exactly what wasrequired of them, either for opportunities to teach or to make a career move. Bothdepartments were prepared to be creative and pragmatic in their approach torecruitment, but recognised the long career trajectory ahead of them until theycompleted additional studies and gained some experience in education. Theyappreciated the need for flexible career opportunities to enable them to moveseamlessly from practice to education and careers advice early on to enable newqualified practitioners to map out their careers knowledgeable about theiroptions. Retaining academic staff can be facilitated by a well structuredprobationary period early on in their education career, with job security as anoutcome. They need support in their autonomy, diversification in theopportunities available to them to avoid feeling ‘stuck’ and supported in theireducation development allowing them to progress. Equitable contractualarrangements between education, research and practice would offer realopportunities for practitioners to succeed, without financial penalties.Recommendations:1. Greater transparency of opportunities for experienced DR practitioners to‘taste’ the experience of teaching with clarity in the process of advertisingjob vacancies to encourage them to move into a career in education.2. Early careers advice through a recruitment and awareness campaign toidentify options and prepare for their career trajectories3. A clearly defined career pathway for those DR wishing to teach, with arealistic probationary period which offers clarity of purpose, a structuredprogramme of support and some guarantee of employment as anoutcome.4. Education and practice to work together to support funding for scholarshipopportunities for practitioners to progress their academic qualifications7
5. Flexible career opportunities with equitable contractual arrangementsacross education, research and practice6. Need to reward teaching as well as research in the career trajectory7. Where creative roles have been introduced, identify sources of support toallow them to flourish in their role(s)8. Identify creative ways of encouraging academics to retain their links withpractice to increase their motivation to remain in education and retain theirclinical credibility.9. Through a facilitative management style, create an environment in whichDR educational staff can acclimatise themselves into the expectations ofhigher education as well as motivate them and support their development8
Page 1: Centre for Learning and Workforce R
Page 5 and 6: CONTENTSPage No.AcknowledgementsExe
Page 7 and 8: Executive SummaryRecruitment and re
Page 9: practitioners could remain in pract
Page 14 and 15: (RAE), and subsequently being repla
Page 17 and 18: Department for DR academics were al
Page 19 and 20: Table 1. Current and predicted age
Page 21 and 22: What they like about working in aca
Page 23 and 24: The only way we were able to reach
Page 25 and 26: as compared to clinical practice mi
Page 27 and 28: achievement of specified standards/
Page 29 and 30: 3.5.2 Managing transition and accli
Page 31 and 32: perspective on issues such as quali
Page 33 and 34: I have huge concerns re the progres
Page 35 and 36: 4. DISCUSSION4.1 Context:The findin
Page 37 and 38: to remain in practice, move into in
Page 39 and 40: lecturer practitioner enticed the p
Page 41 and 42: 6. RECOMMENDATIONS:• Greater tran
Page 43 and 44: Leitch Review of Skills (2006) Pros
Page 45 and 46: If you require any further informat
Page 47 and 48: telephone interview. Once the tapes
Page 49 and 50: ) Please predict age band by grade
Page 51 and 52: Appendix VLetter of invitation (onl
Page 53 and 54: Do I have to take part?Your decisio
Page 55 and 56: Various issues:6. What are your vie

Recruitment and retention of diagnostic radiography academics ...

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