Kershaw-Solomon, Hazel, Beech, Nick, Gold, Jeff ORCID: https://orcid.org/0000-0003-0289-6712, Claxton, Julia, Auty, Tricia and Beech, Susan (2020) Teacher Fellow Accreditation – A madrigal of voices! But is it the right tune? Tensions of standardisation, engagement and neoliberalism. European Journal of Training and Development, 45 (89). pp. 653-673.

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Abstract

Purpose
The purpose of this paper is to explore the impact competency frameworks as standardisation can have on the employee engagement of academic staff within higher education (HE) through their employment as managerial tools.
Design/methodology/approach
A literature review is conducted from which the conditions for effective competency frameworks are evaluated and the influence of changes in the HE environment in the form of political agendas and tight resources are explored.
Findings
This paper provides insights into the dynamics of public service modernisation and the tensions between the dominant discourse of managerialism and the degree of agency afforded to professional academics. It highlights the relevance of informal peer relationships in setting the climate to generate collegial bonding and professional engagement that underpin successful teacher fellowship accreditations. It further highlights the key role managers play in this process and provides a conceptual framework highlighting the dynamics and combined effect of employee engagement and competency frameworks set within complex HE environment.
Practical implications
This paper brings together the prerequisites for effective implementation of competency frameworks to implement successful employee engagement strategies set within the complexities of the HE context, which has not been studied to date. Armed with such insights, Human Resource Development (HRD) departments and universities can implement competency assessments that generate greater staff engagement.
Originality/value
The paper provides a critical approach in reviewing the impact of Continued Professional Development and its link to professional status and thus helps British Universities and others to understand how the mechanisms at work affect engagement levels of academic staff. Armed with this depth of understanding of how the change initiative works, with whom and under what circumstances, universities will be better able to meet target UK Professional Standards Framework membership levels required by the higher education academy (HEA) and, subsequently, the HEA to meet their targets for the government.

Item Type:	Article
Additional Information:	'This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com.'
Status:	Published
DOI:	10.1108/EJTD-04-2020-0067
Subjects:	L Education > L Education (General)
School/Department:	York Business School
URI:	https://ray.yorksj.ac.uk/id/eprint/4823

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