Ann R.J. Briggs

Middle managers in Further Education colleges: the ‘New Professionals’

The findings reported here are part of a larger study of the role of middle managers in the UK further education colleges. The study proposes and discusses a typology for the middle manager role, analyses factors which facilitate and impede managers in role, and models the interaction of the college environment with the role. This process gives insight into the emerging concepts of professionalism, which are discussed here in relation to the literature of managerialism and “new” professionalism. The paper discusses what manifestations of new professionalism can be observed in the colleges, how perceptions of professionalism differ from role to role and from college to college, and how professionalism can be modelled and further understood.

Academic middle managers in further education: reflections on leadership

Abstract This study is based on an interview survey of 13 middle managers with curriculum responsibilities in further education colleges in the United Kingdom. It investigates factors affecting their effectiveness in role, and reflects upon the extent to which they are enabled to be leaders. There was evidence of delegated leadership and of inclusive leadership environments, both of which supported the manager in role. There were indications that the middle manager role crossed the managerial/professional divide, with managers showing market awareness, spending time setting targets and measuring against performance indicators, yet also providing academic leadership within their department. There was, however, evidence of a lack of role definition, which serves to undermine the autonomy and authority of managers working at this level. Further research is planned which will investigate the management structure and culture of sampled further education colleges, in order to identify features which facilitate or impede the middle manager role.

Facilitating the role of middle managers in further education

Abstract This article presents work in progress investigating a range of middle manager roles in further education colleges through perceptions of staff at three levels of hierarchy, to identify features of the ‘environment for management’ which facilitate and impede the middle managers in role. The research is being carried out at four colleges: this article offers preliminary results from one large multi-site college. The methodology comprises interviews with senior staff, focus group meetings with middle managers, questionnaire surveys of team members, observation of meetings and study of college documentation. Analysis to date indicates that the role is largely an intuitive one and that there is a difference in the transactional, transformational, supervisory and representative natures of the different roles. Facilitators include clarity of college systems, championing of the role by SMT and strong personal skills, impediments include lack of training, tension over the devolved nature of the role, and role overload.

Promoting learning style analysis among vocational students

Reports on project work in six further education colleges in central England, supported by funding from the Further Educational Development Agency as part of its inclusive learning initiative. The project team investigated a range of materials for student analysis of learning styles, carried out a trial of chosen materials with class groups across a range of vocational subjects, and evaluated the usefulness of the materials to both students and lecturers. The outcomes of the project are analysed and set within the context of current developments in post‐16 education. A follow‐up study at one of the colleges is presented, and the implications of the project as a whole for college management are considered.

Finding the niche? Competition and collaboration for sixth form colleges

This paper reports on aspects of a Nuffield‐funded study carried out in 2001‐2002 into the impact of government policy upon sixth form colleges. Case study research was carried out at five colleges, following regional and national surveys of sixth form colleges, general further education colleges and schools. This paper examines the environment for competition and collaboration within which the colleges work. It defines and discusses examples of positive and negative competition, and offers evidence of collaboration, largely to support curriculum development and provision. The implications of working within a market‐driven environment are examined.

Making a Difference: An Exploration of Leadership Roles within Sixth Form Colleges in Maintaining Ethos within a Context of Change.

In 2001–02, the Nuffield Foundation funded research into the impact of government policy upon the management of sixth form colleges since 1992. National and regional questionnaire surveys were carried out among senior managers at sixth form colleges, further education colleges and schools. Case studies were undertaken at five sixth form colleges in the North-West and South-East of England, and in the East Midlands. This article reports on the findings in relation to the following factors: the prevailing ethos of sixth form colleges, the changing context within which that ethos is maintained, and the role of leaders at all levels of the colleges in maintaining it.

Open doors? Modelling accessibility of learning resource facilities

Abstract Learning Resource Centres (LRCs) are an increasingly common provision in Further Education Colleges. As they have derived from other types of open‐access learning facilities — libraries, Open Learning centres, subject‐based workshops — there is no common pattern of management. Rugby College set up a small facility in 1996, with a view to further expansion the following year. The study was used to support the developments, and as a management tool for the expanded Learning Resource Centre. Students attending the College in 1997 were surveyed to produce profiles of users and non‐users of the existing facility. Attractions and constraints upon use were examined in more detail through interviews with key members of the College staff. From the profiles generated by both surveys, a succession of models were built, showing the interaction of factors which influence utilisation. The key elements were: the College infrastructure; methods of curriculum delivery; the physical and social provision of the fac...

Modelling what's in it for me? the application of modelling to the management of accessibility

Abstract This article investigates the usefulness of modelling as a management tool, particularly to support the planning and implementation of innovation. The purpose of modelling is explored, and the process of constructing a series of models based on original research is analysed. This leads to discussion of the management implications of each of the models, and indicates how they can be used to plan and monitor innovation. The immediate context is the management of accessibility, primarily of open-access learning resource centres in further education in the United Kingdom. Finally, the dynamics of the summative model are applied to the context of widening participation in post-compulsory education.