Author: iancelliott

  • Why become a Fellow of the HEA?

    Why become a Fellow of the HEA?

    One of the things that social science academics like to discuss is the value of theory. We instill in our students the importance of academic research and theory. We discuss how theory can be used to better understand practice. We also like talking a lot about the importance of reflection; critical reflection that is underpinned by theory. Yes, theory, theory, theory. Everywhere you look there is more of it, Marxist, post-structuralist, Keynesian, feminist, the list is endless.

    But do we practice what we preach? If theory and reflection are all that important then presumably we all engage in theory and reflection to underpin our own practice? Do we?

    Actually, in order to become a ‘teacher’ at a university (I started in 2001/02) all you need is, ideally, one degree higher than those you are ‘teaching’. Of course it isn’t really ‘teaching’ but that might warrant another post another time. But there is no requirement for formal teaching qualifications. Or at least there wasn’t when I started.

    Increasingly universities are requiring staff to undertake some form of training in teaching and learning prior to taking up a lectureship or other academic post. This is often linked to accreditation with the Higher Education Academy and aligned with the UK Professional Standards Framework. But rather than suggest that you must become a Fellow (or Senior Fellow etc) I would argue that you should become a Fellow of the HEA.

    I undertook the process of applying for recognition as Senior Fellow in 2015 (via the QMU CPD Scheme). Prior to that I had not really taken much time to reflect on my approach to teaching and learning. What I did was largely the result of the many great lecturers I experienced as an undergraduate at Glasgow Caledonian University – which had so many amazing lecturers at the time that it’s impossible to list them all in one blog post. I had never truly reflected on this and considered what it was about the approach of academics there which contrasted so much with my experiences of school education and how this had impacted on my position in the seminar room / lecture hall.

    The process of going through the UK Professional Standards Framework and the HEA application process forced me, for the first time, to properly engage with pedagogy. I read Mezirow, Freire and many contemporary texts on teaching and learning (references provided below). Going through these texts, and thinking critically about my own professional practice, made me much more self-aware. It helped me understand why I do some of the things I do but also made me question some of my practice. This isn’t a one-off process but something that I will continue to do.

    Since I gained recognition as a Senior Fellow of the HEA a number of colleagues, from a number of universities, have asked me to send them a copy of my application. I have discussed my application and have supported colleagues in developing their ideas. But I’ve stopped short of sharing my application for one very simple reason – it would be of very little value to anyone else. My application reflects my experience, values and practice. So should yours. Every application should be unique. Every application should, in my opinion, be personal.

    My top tip for applying for recognition from the HEA? Make it personal. Start with why you have chosen this career. What is it that has motivated you to be someone who supports student learning? What is it that continues to drive and motivate you.

    And one more thing, don’t ask students to engage in theory and reflection if you’re not prepared to do it yourself.

     

    References:

     

    Astin, A. (1984) “Student Involvement: A developmental theory for higher education”, Journal of College Student Development, 25, 297-308.
    Ahmed, Y., Ry Neilson, J.C., Raine, J. and Synnott, M. (2013) ‘Special Issue on Developing the Reflexive Public Manager’, Teaching Public Administration. 31: 3 pp.3-5.
    Allan, J. (2013) “Foucault and his acolytes”, in Murphy, M. (ed) (2013) Social Theory and Education Research, London: Routledge.
    Alvesson, M. and Willmot, H. (1992) (eds) Critical Management Studies, Sage: London.
    Apple, M.W. (1982) Education and Power, London: Routledge & Kegan Paul Ltd.
    Ball, S.J. (ed) (2004) The RoutledgeFalmer Reader in Sociology of Education, London: Routledge.
    Biggs, J. (1999). Teaching for Quality Learning at University, SHRE and Open University Press.
    Biggs, J and Tang C. (2011) Teaching for Quality Learning at University, Maidenhead: McGraw-Hill and Open University Press.
    Bloom, B.S. (1979) Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain. New York: David McKay.
    Brookfield, S.D. (1995) Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass.
    Chickering, A.W. and Gamson, Z.F. (1987) “Seven principles for good practice in undergraduate education”, American Association of Higher Education Bulletin, 39 (7): 3-7.
    Demaine, J. (ed.) (2001) Sociology of Education Today, Hampshire: Palgrave.
    Dewey, J. (1916) Democracy and Education: An Introduction to the Philosophy of Education, London: MacMillan.
    Elias, D. (1997) It’s time to change our minds: An introduction to transformative learning. ReVision, 20(1).
    Entwistle , N. (1988). Styles of Learning and Teaching, London: David Fulton.
    Fairclough, N. (2001) Language and Power, 2nd Edition, London: Routledge.
    Fry, H., Ketteridge, S. and Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, 3rd Edition.
    Joyce, P. and Coxhead, F. (2012) “Ideas and Issues in University Education for Public Services Leaders”, Teaching Public Administration, April: 1-12.
    Laurillard, D. (2002). Rethinking University Teaching, a framework for the effective use of educational technology, 2nd Edition, London: Routledge.
    Lees, H. (2013) ‘Silence as a pedagogical tool’, Times Higher Education, 22 August 2013.
    Little, B., Locke, W., Scesa, A., and Williams, R.(2009) Report to HEFCE on student engagement. Centre for Higher Education Research and Information, The Open University February 2009, available online at: https://www.hefce.ac.uk/media/hefce/content/pubs/2009/rd0309/rd03_09.pdf
    Lucas, U. and Milford, P. (2009) Key aspects of teaching and learning in accounting, business and management”, in Fry, H., Ketteridge, S. and Marshall, S. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, 3rd Edition, p382-404
    Meighan, R. and Harber, C. (2007) A sociology of Educating, 5th Edition, London: Continuum International Publishing.
    McKimm, J. (2009) Teaching Quality, Standards and Enhancement, in Fry, Ketteridge and Marshall (eds) A Handbook for Teaching and Learning in Higher Education, 3rd Edition, London: Routledge, pp. 186-197.
    Reay, D. (2004) “Finding or Losing Yourself? Working-class relationships to education”, in Ball, S.J. (ed) The RoutledgeFalmer Reader in Sociology of Education, London: Routledge.
    Smyth, J. and Shacklock, G. (2004) “Teachers doing their ‘economic’ work” in Ball, S.J. (ed) The RoutledgeFalmer Reader in Sociology of Education, London: Routledge.
    Synnott, M. (2013) “Reflection and double loop learning”, Teaching Public Administration, 31: 124-134.
    Papert, S. (1993). The Children’s Machine: Rethinking School in the Age of the Computer, New York: Basic Books.
    Piaget, J. (1977) Intellectual evolution from adolescence to adulthood, Cambridge: Cambridge University Press.
    Quinn, B. (2013) “Reflexivity and education for public managers”, Teaching Public Administration, 31: 6-17.
    Ramsden, P. (1992). Learning to Teach in Higher Education, London: Routledge.
    Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes, Cambridge, MA: Harvard University Press.
    Werthman, C. (1963) “Delinquents in schools: a test for the legitimacy of authority’, Berkeley Journal of Sociology, 8: 39-60.
    Zaretsky, R. (2013) ‘If silence is golden, we should invest in it during seminars’, Times Higher Education, 8 August 2013.

     

     

     

  • Do league tables matter?

    Do league tables matter?

    League tables are most commonly associated with football. Everyone knows that the team who wins the most games goes up the league table. The team who finishes top at the end of the season our the league champions. Having won the league the champions may secure promotion to a higher league or entry to other competitions such as the Champions League or Europa League. And everyone knows that Partick Thistle are, on that basis, not as ‘good’ a team as Celtic, Aberdeen or Hearts. Yet I still support the Jags and think they are better for lots of different reasons.

    So, what about league tables in the context of Higher Education? One of the challenges here is knowing what counts as success? It’s not as simple as scoring goals – there is research output, student satisfaction, completion rates, student-staff ratios, employability. And how highly should each of these be ranked? Each league table rates these factors to differing degrees (see here for more comparison of league tables). As well as the most well known tables, such as The Guardian and Times Higher there are also a number of alternative league tables (see here for more). So the overall picture is incredibly complex, even confusing. Hardly surprising when we consider the complex nature of public services (as I’ve written about previously).

    There are many question marks around the way figures are reported and potential gaming that takes place in order for universities to increase their performance. Issues like, for example, whether those universities that score well in research are doing so at the expense of their teaching and learning – and do research active staff also engage in teaching or is this primarily delivered by lowly paid staff on causal contracts or PhD students?

    Another challenge is the way in which all institutions are compared on the same metrics and in the same table. It is rather like having Partick Thistle and Real Madrid in the same league and expecting them to be equally competitive. Consider, for example, that the University of Edinburgh was founded in 1583, has 6,422 academic staff, 6,458 non-academic staff, endowments of £14.4m  in 2008-09 and total income of £592m (see the Facts and Figure 2016). QMU gained full university status in 2007 (having been first established in 1875 – almost 300 years later than UoE), has a total of 251 academic staff (including researchers) and total income of £38m in 2014-15 (which is actually about half of what Cambridge University received in endowments alone in the same year) (more Facts and Figures 2016). So in terms of headcount alone University of Edinburgh has 26 times the resources that we have at QMU and yet we are expected to compete against the same metrics. To extend the football analogy it’s like playing a team of 286 players against a standard team of 11 players. In this context it might seem that university league tables are truly absurd and best ignored.

    Alternatively we could consider the extent to which any one university moves in the rankings year on year. Recently QMU went down on The Guardian league table from 76th to 101st place (see the full table here). But does that mean we have got so much worse over the last twelve months? Again rather than looking at the league table as a whole it might be helpful to compare our closest competitors: Edinburgh Napier (down from 64th to 70th), Glasgow Caledonian (down from 89th to 99th) and Abertay University (up from 93rd to 85th). What this shows is that institutions do tend to move quite a lot year on year. It would seem that very small changes in some of the metrics can result in a very large shift in the league table position. So again, league tables don’t say very much.

    Of course, if universities were compared on a per capita basis some of the stats might appear very different. One might ask what on earth do larger, more established universities do with £1bn of expenditure a year or with 26 times the number of staff of smaller institutions. I would argue that QMU generates a lot of benefit with a very small percentage of the income that more established universities enjoy every year. Actually, I think that we are an excellent university. I know that we punch well above our weight and that our staff are incredibly committed to the student experience. I know that we have improved significantly over the seven years that I have worked there. I know there are still things that could improve – but I know that everyone is committed to making that improvement happen.

    As just one example of our commitment to the student experience our our recent staff away day focused entirely on our undergraduate provision – and three students were invited to join us for part of the day to discuss their experience. I’ve never known that to happen at any other academic staff away day. And the one common thread across the entire day was how can we improve the student experience and the employability of our graduates. Everyone believes it and everyone is committed to it.

    If you want a great experience as a student I can’t promise that you’ll get it at QMU – but what I can promise is that we’ll do everything we can to make it a great experience. What’s more, I know that if you don’t have a positive experience we will ask for your feedback, we will listen AND we will take action.

    But here’s the thing; if a student has a negative experience at university, or perhaps doesn’t get the degree they wanted to get, who is ultimately to blame? I actually think it’s misleading to consider the success of a university as being solely down to the performance of the staff. Actually, much of our ‘success’ as measured by league tables, is not within our control. A university is as much a collection of students as it is a group of academics, academic-related and other professional and support services staff. In this sense the analogy with football is clearly completely preposterous – with football the success is down the players on the pitch; with universities the success is as much down to the fans on the stands (the students) as it is down to the players on the pitch. And while it may be easy for football clubs to buy new players during the transfer season what can a university do if the students do not engage in the learning activities in the way that they should? Of course we can encourage students and create learning activities that students want to engage with. But failing that all we can do is award those students lower grades – which then affects our league table position.

    So please tell me, what can Partick Thistle do to compete with Real Madrid. And what can WE do to compete with Cambridge?

  • Leading Change in Public Services – Abstracts

    Leading Change in Public Services – Abstracts

    In advance of the research colloquium on Friday 13 May I thought I would share the abstracts from our speakers. Further information on the event can be found here: https://www.eventbrite.com/e/leading-change-in-public-services-tickets-24921644309

     

    Dr Rory Shand and Frank Carr, “Plus ca Reform: Rapid change and rapid decay in Public Sector Management“.

    Dr Bobby Mackie, “Talent Management in Scotland’s Public Services: Implications for Leadership Development“.

    Dr Ian C Elliott, Helen Dawson & Prof Paul Joyce, “Leading Change in Public Services Through Redesigning Public Governance Institutions: The Role of Leadership“.

    Prof Paul Cairney, “The Scottish Approach to Policy Making and Implications for Public Service Delivery“.

    Peter Murphy, “A progress report on proposals for greater collaboration between the blue light emergency services and the involvement of Police and Crime Commissioners in the governance of Fire and Rescue Services in England“.

    Prof Jari Stenvall, Dr Tony Kinder, Dr Ilpo Laitinen, & Dr Päivikki Kuoppakangas, “Dilemmas and unlearning – the case of big data“.

    Prof William Webster, Prof Douglas Robertson & Charles Leleux, “SmartGov’ Smart Governance of Sustainable Cities: Citizen Engagement, ICTs and Sustainable Urban Development in the United Kingdom, The Netherlands, and Brazil“.

    Dr David McGuire, “Sexual Orientation in the Public Sector: Issues of Inclusion and Identity in the Workplace“.

  • Leading Change is Full of Nonsense

    Leading Change is Full of Nonsense

    There is nothing constant except change

    Be the change you want to see in the world

    Take a look at yourself and make the change

    So much of leading change is full of management-speak, lazy slogans and corporate bull$¬!£. As if an oxymoron is the most effective use of the English language to sum up an entire field of study.

    This is why I was keen to have Steve Toft speak at our colloquium on Leading Change in Public Services. Steve writes the very influential blog FlipChartFairyTales which has as it’s strapline “Business Bullshit, Corporate Crap and other stuff from the World of Work”. I’m also delighted that Dave Watson, Head of Policy & Public Affairs at UNISON Scotland, will be speaking at our colloquium (his blog is here). Both are not shy when it comes to asking tough questions and both are adept in their use of evidence to support their analysis.

    These two ‘industry-based’ speakers will be joined by a number of academic researchers who will be presenting their latest research on issues related to the topic of change in public services.

    This critical academic debate is really needed. Sadly, I feel at times that analysis and evidence-based analysis are lacking when it comes to the subject of leading change. Just browse the titles of the many self-help management books that grace the shelves of every bland airport bookshop around the world. It would seem at times that there’s an entire industry of consultants and pracademics churning out clichés designed to inform ‘better’ management and self-actualisation. The titles could almost write themselves: 10 Easy Steps to Success; Think Positive; A Short Guide to Successful Change; How to Influence Change in 10 Seconds. If only it were that simple (NB: I made those titles up for illustrative purposes. Apologies to anyone who’s actually written a book with one of those titles).

    The trouble is that organisational change requires people change. And people are complex, emotional, unpredictable, political, gendered, cultural beings. So any organisational change will as a result also be complex, emotional, unpredictable, political, gendered and cultural. Unless we recognise that we are likely to fail – is it any wonder that, according to John Kotter, more than 70% of change efforts fail?

    Add to that mix the nature of public services (see here and here). What do I mean? Well, public services are often inherently complex and targeted at some of the most vulnerable groups in society. So there is a great risk, sometimes life-threatening, if things go wrong. Also, it’s public money so everyone has an opinion, everyone has a stake, and everyone is just waiting for something to go wrong. And of course Politicians also have an important role to play in our public services. Yet even in the more robust academic texts on leading change the distinctive nature of public service change tends to be overlooked.

    It appears that anyone wanting to offer advice is best served by offering a simple model with an equally simplistic, yet catchy, acronym. This, it would seem, is what sells. Not complexity, not more questions, and certainly not theory (as we know academics don’t exist in the real world).

    That’s not to say that there are excellent books out there on the subject of leading change in public services – there are actually quite a few (which I won’t list here for fear of forgetting someone). Equally the ‘generic’ organisational change texts are of course hugely valuable – to anyone. But I think there is still an important place for continued critical debate around leading change in public services. This is why I have organised this one day research colloquium: https://www.eventbrite.com/e/leading-change-in-public-services-tickets-24921644309

     

  • Coffee, lunch, education, networking, experience, trip to Brussels!

    Coffee, lunch, education, networking, experience, trip to Brussels!

    EU Referendum, elections for the Scottish Parliament, Welsh Assembly, Northern Ireland Assembly, English local councils, London Mayor and London Assembly, police and crime commissioner elections. May 2016 is due to be a busy month for all of those with an interest in Politics, Policy and Public Administration. At a global level the development of the UN’s Sustainable Development Goal’s and the Paris Agreement on Climate Change represent major challenges for all those working in public service contexts. All of this means that the next few weeks and months will undoubtedly involve a degree of change for our public services.

    At QMU we are bringing together some of the top thinkers in public administration for a research colloquium on Friday 13 May 2016 in order to contribute to ongoing debates around the successful leadership of change in our public services. Attendance for delegates is FREE as this event has been kindly sponsored by the Joint University Council’s Public Administration Committee (of which we are an institutional member).

    Spaces are limited so please book now to reserve your place: https://www.eventbrite.com/e/leading-change-in-public-services-tickets-24921644309

    Confirmed speakers include Prof Paul Cairney, University of Stirling, Scotland, Prof Paul Joyce, Universite Libre de Bruxelle, Belgium, and Prof Jari Stenvall, University of Tampere, Finland. As well as learning about the latest academic research delegates will benefit from some key insights into professional practice from Dave Watson, Head of Policy & Public Affairs at UNISON Scotland and Steve Toft, Director of Crucible and writer of Flip Chart Fairy Tales. A full draft agenda is available here.

    Following this conference we will be publishing a short report and speakers will be invited to contribute to a special issue of a peer-reviewed academic journal.

    This FREE event is just one example of the type of learning experience that can be expected by students on our new MPA programme. We always endeavor to build the research base of our teaching and engage with policy and practice. By doing so we can assure that our postgraduate programmes are context-driven and problem-focused.

    Previously we have also been able to offer our students free places at other professional conferences. We also have a number of great guest speakers (though this does not include Donald Trump!).We are also able to offer free tuition through a number of scholarship schemes and tuition fee loans from SAAS. There are also SAAS living-cost loans up to £4,500 available to cover living expenses while studying. Other scholarship information is available here. We will also be offering free workplace learning opportunities to all students on the programme in association with ACOSVO. And, we are able to offer tuition fees at a reduced rate as this is a new programme.

    As well as offering extensive support to our students we are also able to offer an excellent student experience. The following short video illustrates some of the benefits of being a QMU postgraduate student. We are also current planning excursions and fieldtrips for our new MPA students including a trip to the Scottish Parliament and to the EU Parliament in Brussels.

    As well as all this we have recently validated a Professional Doctorate in Public Administration (DPA) whereby students from the MPA will have the opportunity to transfer over to the DPA after having completed six modules (and meeting other entry criteria). More on this later!

    We are keeping student numbers on our new MPA low in order to be able to provide an excellent student experience so to reserve a place on the programme please apply now: http://www.qmu.ac.uk/courses/PGCourse.cfm?c_id=277

  • ACOSVO Leadership Exchange

    ACOSVO Leadership Exchange

    As part of our new MPA programme we have developed a partnership with the Association of Chief Officers of Scottish Voluntary Organisations (ACOSVO) to include a practical experience opportunity for our students. For some of our students this will involve participating in ACOSVO’s highly innovative Leadership Exchange programme.

    In order to gain some first hand experience of this programme – and to develop my own professional practice – I took part in a leadership exchange over the last six months. The following is offered as a reflection on my participation.

    I was paired with Andy Dey, Operations and Development Manager at ACOSVO. The purpose of our exchange was largely to explore the links between our two organisations and, for me, to get experience of the Leadership Exchange prior to it becoming a core part of our new MPA programme. This last point was important as I wanted to make sure I had a concrete understanding of the process before advising our new students. But equally the former purpose was necessary so that we could scope out together how our two very different organisations would work together in supporting students on the MPA.

    The first thing to note about my particular exchange was that, as exchange partners, we could not be more different in our backgrounds and experience. Andy has experience at a senior level in the military (RAF/Air Commodore) and third sectors, including the running of multi-million pound, multinational organisations. I am an academic (albeit I do work in the real world!).

    This difference was not a barrier to learning. In fact, I would argue that having people working together from different organisations and backgrounds is an enabler of learning. What is important for learning to take place is that both parties are open to the opportunity and are willing to challenge and question their own practices, values and beliefs. In doing so it’s important that both parties in the exchange respect the others’ perspective. I’m reminded of my favourite Rabbie Burns poem, To a Louse,

    O wad some Power the giftie gie us
    To see oursels as ithers see us!
    It wad frae mony a blunder free us,
    An’ foolish notion:
    What airs in dress an’ gait wad lea’e us,
    An’ ev’n devotion!

    With any learning or development opportunity it’s important that those engaged in the process enter into it with the right mindset. If one party approaches any learning opportunity thinking ‘I know best’ then realistically there won’t be much learning!

    So whilst the exchange partners may come from different backgrounds and experiences it is important that they share a common purpose. Thus the first stage in the ACOSVO leadership exchange process, filling out the application form, includes questions such as:

    • What are your areas of experience and knowledge which might be of interest for an exchange partner?
    • What topics would you like to explore during your exchange?
    • What would you like to gain from a Leadership Exchange

    Within our MPA programme we are extending this by requiring students to complete a Tripartite Agreement between the university, their exchange partner and themselves. This will detail their anticipated learning outcomes from the exchange and the types of activities that they will be involved in to achieve these outcomes.

    Within my exchange the key outcomes were clear and were shared between myself and my exchange partner so that the experience was a positive one. We met a number of times at both ACOSVO and at the university. I was able to sit in on an ACOSVO board meeting and Andy contributed to one of our Collaborations Operations Group (COG) meetings. As well as our meetings we had regular email communications. Again, communication is important for any learning experience to work – not to mention partnership working.

    For our MPA students there will be a requirement that they attend four campus-based sessions about the workplace learning element of the programme. For those going through the leadership exchange there is a requirement that 24 hours of ‘contact time’ be used within the Leadership Exchange itself. This might equate to six half day (4 hour) sessions or three full day (8 hours) sessions. Again there needs to be this level of commitment and engagement in order to get the most out of it – particularly when benchmarked against Master’s level learning outcomes.

    But what did I get out of it? A greater appreciation of the great work done within the Third Sector; positive affirmation that what we do as a university in terms of governance and quality assurance is of a very high standard; and contact with a hugely experienced Third Sector leader – who also happens to be a great guest speaker! But most of all I would say that my experience on the leadership exchange made me realise just how great the idea of leadership exchange is – and the case studies from others who have taken part testify to the value of this programme.

    I would recommend the ACOSVO Leadership Exchange programme to anyone who genuinely wants to develop their professional practice. I’m delighted that at least one of my colleagues from the senior management team at QMU has embarked on a leadership exchange having heard about my experience – hopefully others will follow. Moreover I know that the MPA programme will be a terrific learning experience for all involved and I can’t wait to get started in September!

    Applications for our new MPA, in partnership with ACOSVO, are now open. Click here to apply.

     

     

  • Fat Cat Salaries and Gold-Plated Pensions

    Fat Cat Salaries and Gold-Plated Pensions

    Much of the popular press would have us believe that working in the public sector goes hand-in-hand with ‘fat-cat’ salaries (see here; here; and here), gold-plated final salary scheme pensions (here and here) and a job for life. In this context one might wonder why anyone would want to work anywhere else! Yet as this article by The Guardian demonstrates, these sensationalist headlines do not reflect the reality of the vast majority of public sector workers. Indeed, as the Full Fact website concludes,

    The Office of National Statistics report actually notes many of the caveats raised by the unions, however much of this important context has been lost in the media reporting on the issue. Far from conclusively reporting the relative pay of workers in the private and public sectors, the ONS report seems to ask more questions than it answers.

    So what are the benefits of working in the public sector? Indeed, are there any benefits at all?

    1. It is hard

    Working in the public sector is, in my opinion, harder than working in the private sector. Now let me qualify that statement. I don’t mean that all those who work in the public sector work longer hours or put in more effort over the average day than those who work in the private sector. But it is more difficult in the sense that measures of success are more difficult to define (and can shift over time). In the private sector, again to generalise, the measure of success is profit and the ultimate boss is the shareholders. In the public sector there are many different stakeholders including politicians (sometimes from opposing political parties), voters, the general public and service users – all of whom may have competing priorities in terms of what they perceive as being success. So, in other words, the public sector is more complex and linked to this efficiency savings are harder to achieve. How is this a benefit? Well, some people may quite like a challenge! At the same time it means that typically no two days will be the same and working with multiple groups of stakeholders, including international agencies, national governments and the general public, can be hugely rewarding in its own right.

    2. It is not well paid

    Again, it might seem counter-intuitive to highlight poor pay as an advantage of working in the public sector. To clarify, what I am referring to here is that there is comparatively poor pay in relation to equivalent jobs in the private sector. This has been demonstrated in ONS data, as referred to in this report by The Guardian, which shows that those with a degree or equivalent earn less in the public sector than in the private sector. So, if you are motivated by financial rewards, the public sector is most definitely not for you. People who work in the public sector tend to be motivated by, what has become known as, public service motivation (PSM). This explains how many of those who work in the public sector do so, not because of the personal benefits that accrue from this employment, but because of the social value of these jobs. Significant research has been conducted into the nature of PSM (see Perry 1996Perry, 1997;  Crewson, 1997;  Houston, 2000Wright et al., 2013Desmarais and Gamassou, 2014; and Ritz, 2016). Although different definitions abound, originally PSM was seen to involve: attraction to public policy making, commitment to the public interest, civic duty, social justice, self-sacrifice, and compassion. These are the real benefits of working in the public sector.

    To put it another way, we should consider this, across the UK more than 5 million people are employed in the public sector. In Scotland 20.9% of the workforce is employed in the public sector. That does not include the significant numbers of people who work in private and third sector organisations delivering or supporting public services. Those people do not work in those roles because they are easy or well paid. People choose to work in the public sector because they believe in public service values and they believe in the potential of public services to improve the lives of the most vulnerable in our society and support thriving and sustainable communities. What other reason do you need?

     

    This blog is an extended version of an interview which appeared in Prospects Magazine.

  • National Maternity Review and Public Service Vouchers

    National Maternity Review and Public Service Vouchers

    On Wednesday 2 March 2016 I appeared alongside Baroness Cumberlege; Professor Jon Glasby, University of Birmingham; Professor Henk Nies, University of Amsterdam and David Walker from The Guardian on the Radio 4 Money Box programme. This was to discuss Personalised Budgets in light of the National Maternity Review conducted by Baroness Cumberlege which proposed the trial of personalised budgets in maternity care.

    The full programme can be accessed here:

    https://uwhisp.com/embed?whisp_id=145045

    Needless to say it was quite a daunting experience being on radio for the first time and being alongside such eminent guests. What made it more peculiar was being inside, what I can best describe as a cupboard, at the Edinburgh BBC studios whilst others were either pre-recorded or live from London or Birmingham. The professionalism of all the technical staff, producers and the presenter, Lesley Curwin, to pull this all together and cover so much in a 30 minute programme was certainly impressive.

    img_20160302_143139.jpg

    Picture: BBC Studio, Edinburgh.

    My involvement on this programme was primarily due to the nature of my PhD research which was specifically on ‘Barriers to the Implementation of Opt-Out Vouchers for Public Leisure Services’. In other words, what I looked at during my PhD included:

    1. The nature of public service vouchers and how they have been used in practice in education, housing and health services (particularly in the US where their use is prevalent);
    2. Circumstances where they can be used and where their use is more problematic;
    3. In a public service where their use would (according to theory) be least problematic (public leisure services) why this particular innovation has not been trialled more widely.

    It is difficult to summarise this in one blog post (the original thesis was 667 pages long over two volumes) and as a result this is a rather long post – and even then does not go into significant detail. For more information there are some references provided at the end of this post.

    In the context of ongoing reforms within health and social care my research is relevant as the nature of personal budgets are, in effect, a form of public service voucher. So what exactly is a public service voucher?

    Public service vouchers are

    publicly directed consumption with individualised choice of production and payment” (Valkama and Bailey, 2001: 54).

    Anything that extends choice and enables the user to have direct control over their budget is, in effect, a voucher scheme. Successive governments have chosen to avoid this language as the voucher concept has become so politicised but there are in fact many types of voucher scheme in existence in the UK (and internationally). The latest example of this is in the form of the proposed changes to maternity care which include the idea of trialling personal budgets for maternity care, including child birth. The author of this review, Baroness Cumberlege says “why don’t you have a go at this?” Let me explain why.

    Voucher systems can and do work. There is a range of evidence on their use in housing, education and health. There are two things we must look for when considering whether a voucher system is more or less appropriate:
    1. How complex is the service? (i.e. low transaction costs)
    2. Are there widespread and legitimate choices? (i.e. heterogeneous preferences)

    So, with certain social care services, for example, the actual service itself may be easy for the service user to assess; it may be something that they receive regularly; and there may be a range of service providers available. Consequently vouchers can offer greater choice and voice to the user. They can also perform a range of political purposes by being, for example, redistributive by being means-tested or targeted at specific groups.

    With many maternity services, and particularly with child birth, the characteristics  that we would look for to assess the viability of a voucher system simply do not exist. We can consider these in turn:

    1. Widespread and legitimate preferences

    The evidence shows that people do value choice in relation to health care. However, this depends, in part, on the question being asked. 75% of people want some say in the hospital where they are treated but only 22% support the idea of private businesses running hospitals. What’s more, when people are given the choice of either more personal choice or a better standard of care for everyone they are significantly more likely to support the latter.

    2. Individuals must have incentives to shop around

    It’s not clear why people would have an incentive to shop around for maternity care.  Another concerning aspect of the proposal is the idea that use of a voucher system could incentive efficiencies. When Baroness Cumberlege was interviewed on the programme she insisted that cost cutting was not a part of the impetus for this proposal yet the content of her own review highlights that,

    The payment system for maternity services should be reformed so that it is fair, incentivises efficiency and pays providers appropriately for the services they provide”.

    So it remains unclear to what extent efficiencies and cost savings are a part of this proposal. What’s more, innovation costs money and offering more a more bespoke service costs money. The Baroness admitted as much and Professor Nies was able to confirm that similar schemes in the Netherlands have ended up costing more money.

    3. Individuals must be well informed about the market

    This is where the area of health becomes particularly problematic in terms of use of choice. The review document states,

    They may need to look at alternative and innovative providers such as midwifery practices and social enterprises to provide genuine choice for their community

    The focus here seems to be on incentivising new providers into the market in order to meet the primary goal of being able to offer choice. Yet how informed will individuals be about the market. How certain can anyone be that a newly formed social enterprise offering child birth and maternity services today will still be in operation in nine months time?

    4. There needs to be a range of suppliers to chose from or low start-up costs

    There may be a range of suppliers in some areas such as large cities but choice will always be limited in more remote areas. Also most health services are complex and there are significant start up costs which will always limit the amount of competition available. It is noted in the review that all providers would be subject to the governance and oversight of the NHS which again is (rightly) going to limit competition.

    5. Service users must be able to assess quality

    It is very difficult to assess maternity care in any reliable way. Often it is only after the birth of a baby that any parent will be able to say whether they received a satisfactory level of care. At that point it is too late to exercise your consumer choice and go elsewhere. Similarly it is difficult to assess maternity services nationally – and any attempts to do so are likely to encourage perverse behaviours by providers by, for example, refusing to take high risk cases in order to look better on any league table of performance.

    6. The service should be relatively inexpensive and purchased frequently so people can learn by experience.

    Again this is a major issue with any health service. Typically these services are not cheap. And does anyone want to go with the cheapest option when it comes to child birth? What is more (as noted above), these are one-off events. Yes, if you have a bad experience with the care you receive during child birth the first time around you may well choose differently if you have another pregnancy. But in the moment of child birth choices are naturally limited.

    In summing up the experimentation with alternative forms of maternity care Baroness Cumberlege stated:

    Now the tariff is in three different sections and first of all it is for standard care which is low risk and then it is for intermediate care and then it is for complex care. And so it varies according to the care you need. We are saying to the commissioners, the GP commissioners who are buying services ‘why don’t you have a go at this?’

    There are in fact many positive aspects of the National Maternity Review and it recognises the importance of quality of care within these services. But in terms of the use of vouchers all the above highlights the economic arguments against their use for maternity care – and specifically child birth. There are also important managerial and ethical considerations which should be taken into account before such a system is trialled. In particular we might ask whether it is appropriate to base decisions of maternity care and health policy on the grounds of ‘why don’t you have a go’.

    Part of my ongoing research is looking at the leadership of change and innovation within public service contexts. Queen Margaret University are hosting an event on this very subject on Friday 13 May 2016. There are specific circumstances within public service environments where innovation may not be appropriate and others where it is. The trialling of voucher systems as a funding mechanism for maternity services may be a step too far.

    Further sources:

    Valkama, P., Bailey, S.J. and Elliott, I.C. 2010. “Vouchers as Innovative Funding of Public Services”. In Bailey, S.J., Valkama, P., and Anttiroiko, A. (Eds) Innovations in Financing Public Services: Country Case Studies. Palgrave Macmillan.
    Elliott, I.C., Valkama, P. and Bailey, S.J. 2010. “Public Service Vouchers in the UK and Finland”. In Bailey, S.J., Valkama, P., and Anttiroiko, A. (Eds) Innovations in Financing Public Services: Country Case Studies. Palgrave Macmillan.
    Elliott, I.C. 2008. “Making Space or Enabling Use: The Case of Opt-Out Vouchers for Public Leisure Services” in Gale, T., Curry, N. and Hill, J. (eds) Making Space: Managing Resources for Leisure and Tourism. Leisure Studies Association.
    Bailey, S.J. 2003. Strategic Public Finance. Palgrave Macmillan.
    Bailey, S.J. 2001. Public Sector Economics: Theory, Policy and Practice. 2nd Edition. Palgrave Macmillan.

  • Academics in the Real World

    Academics in the Real World

    I’m often asked if I have any real world experience. Sometimes I’m even told ‘what would you know about the real world’. There are so many flaws in both those standpoints (and much has been written about this previously) but I think there is another important point to consider. What is happening here, is that there is a perception that universities, and by extension those who work in them, are somehow different from everyone else. That we are not ‘real’.

    The fact that, in Scotland over 56% of the population attend university has seemed to have been ignored. University education is for all – all ages, all backgrounds, anyone with a thirst for learning. It’s not some distant or exclusive ivory tower. We’re a’ Jock Tamson’s bairns – even academics.

    But more than that, I believe that everything we do in universities, has some form of practical focus and thus some basis in ‘reality’. One of my favourite quotes is by Kurt Lewin (1951):

    “There is nothing so practical as a good theory”.

    To develop any theory we may conduct experiments, collect surveys or observe communities. Then, when we then want our research to have an impact, again we are drawn to working with external organisations and professionals. Whatever the methodology, whatever the subject matter and whatever the impact there is always an external motivation and focus to our work.

    For me this is absolutely critical – and the idea that ‘practical’ and ‘theory’ are diametrically opposed is utter nonsense. Yes, theory may not always work out the way we had hoped or anticipated, but that is not to say that it doesn’t matter. One of our students, who is Head of Policy, Performance and Development at Anytown Council, summed it up by saying about our postgraduate programme that,

    “[This course] covers very contemporary and relevant issues – which aids the application of learning into the practical work environment. A good level of engagement with academic literature and research enhances this further. In a very time-constrained work life there is value in this course and I have not regretted my investment of time (which isn’t always the case!!)”.

    In other words, theory enhances practice! In my own work I have been fortunate to work with many external organisations. I have delivered a PgCert to public servants on behalf of Academi Wales and I’m currently supporting delivery of an MSc Public Services Leadership to City of Edinburgh Council, Dundee City Council and Orkney Islands Council.

    Recently, I have been involved in developing a new MPA programme. Again we wanted to make sure there were strong links with appropriate external organisations. As a result we have set up a partnership with the Association of Chief Officers of Scottish Voluntary Organisations (ACOSVO) to enable all students on our MPA to take part in some form of work experience while studying. This is a fantastic opportunity for students to see the links between theory and practice first hand.

    We are offering this MPA to individuals and to organisations. And we are always keen to work with external organisations to support employees and to inform the delivery of excellent public services. What’s more, we have arranged a special discounted fee level for this programme for it’s first year. But does the ‘real world’ want to work with us? Well, assuming that’s where you are right now – let me know!

     

    This post is also listed on LinkedIn where there have been a number of very interesting comments posted about the extent to which those working in universities can support those in other public services. This can be viewed here: https://www.linkedin.com/pulse/academics-real-world-ian-c-elliott

  • Call for Abstracts – Leading Change in Public Services

    As reported last week someone has finally claimed the second outstanding Lotto prize of £33m. That’s a lot of money! Certainly more than I can imagine. But what about £107m, £100m or £46m?

    These are the amounts of money that Edinburgh, Glasgow, and Highland Councils respectively have to save over the next five years, two years and three years. That’s like winning the Lotto multiple times. Or you might say, it’s like waiting for a miracle to happen.

    But in this case there is no waiting. Change must happen now. But how do we lead change in public service organisations? That is the topic of a research colloquium being held at Queen Margaret University, Edinburgh on Friday 13 May 2016.

    More than ever before, our public service organisations need evidence on how best to deliver sustainable change. Therefore we would like to invite abstracts from interested participants for presentation at this colloquium.

    To contribute, please submit your abstract to events@qmu.ac.uk. Abstracts should be no more than 500 words (excluding references), written in English, single spaced, plain text and with no tables or figures.
    All reasonable travel and accommodation costs will be covered for confirmed speakers. You should contact events@qmu.ac.uk prior to any booking in order to confirm costs.

    The full Call for Abstracts is available here.