Recruitment and retention of diagnostic radiography academics ...

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the study as the individual was a diagnostic radiographer working within amidwifery unit. A total of seven participants (n=7) took part in the study. Thequantitative biographical data from the self-administered questionnaire wasanalysed for descriptive statistics. Qualitative data from the face-to-face andtelephone interviews were transcribed verbatim and, together with the e-mailinterviews were analysed using a thematic analysis.Main findingsContextAge bands and qualifications:• From a total of 28 DR academics (whole numbers) in the two HEIs in thestudy, the majority are under 50 years of age (n=24) with most of theseremaining under 50 years in five years time (n=18). Of the total DRacademics, nine had completed their masters studies and a further fourhad gained a doctorate degree. Academics with doctorates were allbased within one institution.• The context varied within each of the two main HEIs participating in thestudy. One was undergoing a phase of reorganisation which participantsexpected may have an impact on their retention. The other, a traditionaluniversity had experienced considerable difficulty recruiting DR staff intoeducation, and as such had introduced some creativity in their recruitmentstrategy to deliver the DR programme. Neither HoD held a professionalqualification in DR and so, their perceptions may have been less insightfulthan those from the profession itself.Processes used to promote recruitmentDrivers:• There were a number of drivers which motivated practitioners into a careerin education. Most were inspired to teach and to work with students andothers to develop their research skills. Those who entered through thelecturer-practitioner role enjoyed the opportunity of experiencing being alecturer whilst remaining in practice, to help them confirm their futurecareer pathway.Strategies:• A number of formal and informal approaches to recruitment were used toencourage DR practitioners into education. In spite of there existing aconsiderable network of informal targeting of individuals into education,some confirmed that practitioners experienced difficulties in learning aboutpotential vacancies. One HoD confirmed her intention to encourageyoung, fairly experienced but knowledgeable practitioners whilst the otherinstitution introduced the joint role of lecturer-practitioner so that5
practitioners could remain in practice and learn about the role of theacademic alongside. Both institutions acknowledged that recruitmentoften depended on opportunistic enquiries with one institution identifyingsome evidence of a potential ‘pushing’ force from practice into educationrather than a ‘pulling’ force from universities into a career in education.Qualification for entry into education:• Both institutions expected practitioners to have some experience inpractice, with one HEI requiring at least five years experience before beingequipped for a career in education. Other attributes considered importantwere the need for specialist knowledge and the ability to be adaptable,resourceful and be a team player. As far as academic qualifications areconcerned, both institutions took a pragmatic approach to the appointmentof staff, with one institution seeking a PhD but willing to accept theachievement of masters level study and the other institution seeking a firstdegree. Interested applicants would need to be considered individually.Challenges to recruitment• One of the major challenges to the recruitment of practitioners into acareer in education was the lack of clarity of career structures andprogression. Additionally, the financial competition from the NHS andindustry made a career in education less appealing, with the longprobationary period imposed by one of the institutions and uncertainty ofits outcome, less attractive in enticing them away from practice. Becauseof this uncertainty, new recruits in education were keen to retain theirclinical contacts and skills.Factors influencing retention• Once into education, few leave. However, during the early years ofacademic life the need for support to manage the transition to acclimatiseto HE was seen as essential, with some experienced academics feelingthat they had reached a career plateau and a sense of being ‘stuck’. As aresult of the pragmatic recruitment process, particularly for those withoutpossession of a higher degree, career progression was a long one and somanagers tried to involve them in taking on new responsibilities within theorganisation to maintain their motivation and give them a roundedexperience. However, academics themselves were critical of the process,believing the lack of reward for teaching in promotional terms to beinadequate.• Although there was considerable satisfaction expressed by the academicsparticipating in the study, there were a number of challenges to theirretention. Once established into higher education, balancing the demandsof teaching and practice roles while at the same time working to securepromotion was challenging, as was the difficulty managing the demands of6
Page 1: Centre for Learning and Workforce R
Page 5 and 6: CONTENTSPage No.AcknowledgementsExe
Page 7: Executive SummaryRecruitment and re
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 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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