Recruitment and retention of diagnostic radiography academics ...

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eginning to expect the completion of postgraduate studies as criteria for entryinto education and the other willing to target practitioners early in their career andprepare them for their subsequent career trajectory. Whatever the criteria forentry, it was unclear to those practitioners interested in pursing a career ineducation. It was also unclear as to how they could gain some teachingexperience so that they could taste it for themselves. Nevertheless, bothdepartments were prepared to be creative and pragmatic in their approach torecruitment but recognized the long career trajectory ahead of them until theyhad completed their teaching qualification, their masters and doctoral studies andgained some experience in education management and in research. In spite ofthe existing retention problems among DR practitioners, the need for flexiblecareer opportunities like those recommended in the HR strategy proposed byStLaR (Butterworth 2004) as well as a recruitment and awareness campaignwould be a valuable source to attract practitioners into education. Additionallycareers advice should be offered to early in their careers so that both DRstudents and neophyte practitioners are clear about the options available to themand the requirements necessary for their progression. If doctoral studies areessential for either entry or progression in their education career, fundingopportunities need to be established if practitioners are to be supported to realizetheir aspirations of a structured and achievable career trajectory to the highestlevel, once they embark on their new career.Retaining education staff once they have made their career choice can befacilitated by providing a realistic and well structured probationary period alongwith job security, to acclimatize them during their transition from practice intoeducation and while they learn the craft of teaching. Valuing teaching as well asresearch needs serious attention to avoid career academics feeling ‘stuck’ andable to progress along a satisfying career. Whilst creative posts have beendeveloped to entice practitioners into education through joint appointments,consideration needs to be given to how best to support them in their dual roles.With the introduction of equitable contractual arrangements between education,research and practice would go some way to facilitating real opportunities forclinicians to move in and out of practice without financial or career penalties.Supportive management style was recognized as facilitating the individual’sautonomy whilst at the same time supporting their ongoing development.37
6. RECOMMENDATIONS:• 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.• Early careers advice through a recruitment and awareness campaign toidentify options and prepare for their career trajectories• 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.• Education and practice to work together to support funding for scholarshipopportunities for practitioners to progress their academic qualifications• Flexible career opportunities with equitable contractual arrangementsacross education, research and practice• Need to reward teaching as well as research in the career trajectory• Where creative roles have been introduced, identify sources of support toallow them to flourish in their role(s)• Identify creative ways of encouraging academics to retain their links withpractice to increase their motivation to remain in education and retain theirclinical credibility.• Through a facilitative management style, create an environment in whichDR educational staff can acclimatize themselves into the expectations ofhigher education as well as motivate them and support their development38
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 and 10: practitioners could remain in pract
Page 11: 5. Flexible career opportunities wi
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: lecturer practitioner enticed the p
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

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