You don’t have to be mad to work here, but it helps

There is a knack to applying for jobs in Higher Education. I’ve been involved in several vacancies this year from short listing and interviewing, so I thought it might be helpful to write down some of the pitfalls applicants fall in to.

This is also a cathartic exercise. There is something incredibly frustrating about a candidate who should be interviewed missing out because of a poor application.

Whilst there will be advice that can be applied to any role in any sector, I am solely talking about professional or support service roles in Learning Technology/ICT.

Seek and ye shall find…

The best place to look is jobs.ac.uk as it provides the broadest and most comprehensive list of vacancies across HE, FE and beyond. It is split in to disciplines/field as well as department/job areas so you can really hone in on your expert areas. If you have a specific institution in mind, sign up to that institutions job alerts (most have them).

Not all Universities are created equal…

Do your research. More to follow…

Money is the root of all evil…

University salaries are based on pay/grade scales. For example, a role could be advertised at Grade 5. It may be advertised like this “Grade 5 starting from £25,000 rising to £32,000. What this generally means is the grade starts at £25k and will go up a scale point each year until you reach the top of the grade at £32k. The grade numbering/lettering and boundaries differ from one University to the other so a grade 5 in one university won’t necessarily be the same as a grade 5 in another.

A mistake applicants often make, is thinking that salaries are negotiable. On the whole, for professional/support services, there is little to no room to maneuver. Most Universities will have a policy of starting you at the starting scale point of the grade. Unless you are an incredibly impressive candidate, you’re unlikely to be able to push them any higher. If you do, it’s likely to be a scale point or two at most.

There are reward and recognition schemes but you’re unlikely to receive any bonuses or performance pay. You don’t get to renegotiate your salary every year. If you think you deserve a pay increase or a regrade to the next grade, you are going to have to have some very strong evidence to demonstrate why. It’s never a guarantee.

If you’re paid £50k a year and the job is advertised at £30k, assume you will be paid ~£30k. Don’t waste people’s time applying for a job at a salary level you aren’t able or willing to accept.

The devil is in the detail…

READ THE WHOLE ADVERT. READ THE PERSON SPECIFICATION. READ THE ROLE DESCRIPTION. PAY ATTENTION TO ESSENTIAL AND DESIRABLE CRITERIA.

I’ve seen a lot of applications, and even interviews, where the applicant clearly has no idea what they applied for or has totally misunderstood the role.

The person specification will detail what kind of person they are seeking. What are the skills, qualifications, attributes and experience they are seeking which could be split in to essential and desirable criteria. In short, if you don’t meet all of the essential criteria you’re unlikely to be shortlisted for interview. Desirable criteria are things they’d like the role holder to have but are not essential to the role, so they might give you an advantage over another candidate but they shouldn’t stop you from applying.

Most adverts have a suggested contact who you can get in touch with to discuss the role so if you’re not 100% sure, get in contact.

Forms, forms everywhere…

If you decide to apply, prepare yourself for a long ass form. Most universities will use an online system but not all. There’s a lot to fill in so make sure you leave yourself time. The most important part of any application is the personal statement.

Up close and personal…

If I could, I would scream this in to the face of every applicant. THE PERSONAL STATEMENT IS REALLY IMPORTANT.

The personal statement is your opportunity to demonstrate how your experience and skills are relevant to the role. The key here is relevance to the role. It doesn’t matter if you can swim 100 meters without arm bands if the job you’re applying for is in software development.

Top tips:

  • Everything you say should demonstrate how you meet the essential and desirable criteria.
  • If it’s not relevant, don’t put it in.
  • Structure your statement based on the essential and desirable criteria.
  • Back up everything you say with an example from your work.

Let’s look at an example. An essential criteria is “Experience of software development”. Which is the stronger of the two statements:

I have extensive experience in software development.

I have extensive experience in software development. I recently developed a piece of software which…

The latter is the strongest statement because you are directly referencing the criteria whilst backing it up with an example.

In a non-competitive recruitment you may get away with the former statement. However, if you are up against a lot of candidates, the second statement will pus you higher up the invitation list.

I can’t stress this enough. Make sure the statement covers all of the essential and desirable criteria. For a higher chance of securing an interview, make sure you back everything up with examples. Your invitation to interview relies on your personal statement.

Pudding is in the proof…

Please, if you take away nothing else, pay attention to this. Proofread your application.

We all copy and paste applications but you must read it afterward. Make sure what you’ve used is still relevant to THIS application. You may need to reword it to make sure it fits. We can tell when someone has just thrown something in from elsewhere especially when the formatting makes that obvious.

Spelling and grammatical errors are to some extent, forgivable. But don’t think they’ll go unnoticed. If you’re communication is that poor, it’s hard to overlook. I’ve read applications where someone has used text message abbreviations. I mean WTF? I mean TBH we’re unlikely to consider you a credible candidate. ROFL.  

Please also get the name of the institution or sector right. you’d be surprised how many applicants are keen for a career in the NHS. If you’ve not bothered to check

Not checking your application, says a lot about you.

Failure to prepare is preparing to fail…

If you’ve been selected for interview, now is the time to research the job, the institution, the local area, the people on the panel. If it’s a technical role try to find out what technology is in use. Preparation like this, really impresses a panel.

There’s no excuse for not knowing information that’s publicly available. I find it very irritating when a candidate has done no research. 

Interview with the vampire…

Interviews are designed to suck as much information from you as possible. The idea, however flawed, is to ask questions to ascertain whether your knowledge, experience and skills demonstrate that you are suitable for the role.

The interview panel will ask you a series of predetermined questions. Part of your interview may include a presentation or test which will be detailed in your invitation. You may be able to prep before the interview or time is often allocated on the day. You may have no prior warning about what you’re going to be asked to do so this is where your research will pay dividends.

Top tips for presentations:

  • Make sure you understand what you’re being asked to do
  • Stick to the time limit
  • Refine it to your key points
  • In slide design, less is more
  • Practice, practice, practice.

Presentations are designed to assess not only what you’re saying but also how you’re saying it. Your body language, tone of voice and language you use will all be taken in to account. Clarity is key. You may only have a short time to get across the information so make sure you prioritise the most important points. You don’t want to be filling the last 30 seconds with as much as you can. If you’re including slides or any other presentation media, make sure they are concise and clear. None wants a 1000 word essay on a slide. I like to use presentations solely as a reminder for me about what I need to say next, highlighting my key point only.

If you can practice, practice. Your communication skills, under pressure, are being scrutinised so practice will help you to calm down. Practice will help you articulate what you want to say.

Tests are more difficult to predict or prepare for. They might be scenario based “what would you do if”, data based “what does this data tell you” or technical “how would you fix X” ” if a user has X issue, what would you do?”. 

Something else you can do, that helps you to feel prepared, is write down the kinds of questions you might be asked and how you would answer it. Some of this work can be done as part of the your evidence in the personal statement. Write down projects you’ve worked on, work your proud of, work you’ve found challenging. Think about teams you’ve been in, what worked well, what were the challenges. Always think about what you’d do differently, especially where there was a challenge. By all means write it down and bring it to the interview, have a read through before you go in, but don’t plonk it on the table and spend the entire interview staring at it.

You will have the opportunity to ask questions at the end so consider carefully what you’d like to know. This is your opportunity to find out more about the role so use it. Although there’s no requirement to ask questions, it’s always a bit of a mystery why people don’t. If nothing else asking questions shows you’re interested and that you’ve taken the time to think about what you’d like to know.

It is better to remain silent at the risk of being thought a fool, than to talk and remove all doubt of it

There is a balance between saying too much and too little. Candidates who ramble on without getting to the point, don’t get very far; nor do candidates who give short curt answers.

Nothing is more expensive than a missed opportunity…

Whether you get a job depends on lots of things. You can’t do anything about the competition your up against all you can control is your application and interview. Those are all down to you.

If your application is poor, that’s on you.

If you don’t mention something that might have got you the job, that’s on you. (The panel isn’t psychic)

If you say too much, or too little, that’s on you.

If you didn’t prepare, that’s on you.

It’s about what you know, not who you know…

This is a note for internal candidates. Just because the panel knows you, just because you work in the same place, doesn’t mean you can get away with any of the above. Although I’m sure there’s a fair amount of dodgy dealings that do go on, you will be treated like any other candidate. So approach the interview as though no one knows you and you don’t work in the same place. don’t fall in to the trap of failing to explain something. Answers without evidence are going to do you no favours! If you’re internal, you have fewer excuses so don’t expect to walk in to jobs.

Missed Opportunities

I am the harbinger of doom

The one thing I hate about my job is disappointing the people I ‘serve’. I guarantee some choice words are said about me. I am often the bad guy, a necessary part of managing a service, but no one likes being the bad guy.

Last week I published a post, or a piece of therapy, about the different pressures and tensions that dictate how I work. A focus being who we should listen to The silent majority vs the deafening minority. Then I read a post from Anne-Marie Scott titled Passivity.

I’ve been reading articles (old and new) and watching videos (old and new) this week which are replaying familiar EdTech tropes and I’m sick of it. Anne-Marie Scott 2017

The tropes she goes on to describe can be paraphrased as the [insert system here] is rubbish, IT departments are evil, vendors/suppliers are evil, no one understands us, we’re being forced, x is a closed system (so evil) and no one does what I want. Her post is mainly in reference to senior people within the education sector. She goes on to describe how we can influence institutional choices and culture.

What does her blog have to do with me? Well, I am part of those tropes.

I am not your enemy

I wrote a blog along these lines some time ago. I am not your enemy was a response to a particularly unpleasant training session my colleague and I attended. People were unhappy at being forced to use something, we weren’t the people forcing them but we were the focus of their irritation. It was a desperate plea for people to think beyond their own perspective.

Rest assured, I am not here to make your life more difficult, despite what you might believe but that doesn’t mean I will roll over and do everything you want. I am not part of some big conspiracy against you. I’m just doing my job the best I can. Same as you.

What do I mean by the harbinger of doom?

I am the person that says “yer that’s great, we would if we could, but…”, “we can’t right now” or “no”.

I don’t understand. I am ignoring you. I am the laggard. I am unimaginative. I am uncreative. I am the dictator. I am the oppressor. I am part of the broken system. I am the bringer of no, nope and Nah. I am the quasher of dreams. I am the destroyer of enthusiasm. I am the omen of the apocalypse. I am Zuul.

Who am I really?

I have good intentions. I’m a realist. I don’t promise more than I can deliver. I don’t take uncalculated risks. I work to make things sustainable. I want to help. I am listening. I understand. I do care.

But I do have to say no.

No is necessary

I can’t say yes to everything. IT’S NOT PHYSICALLY POSSIBLE. Read the previous post. Remember, a no usually means there was a yes to something/someone else. Also, sometimes I have to say no to save you from yourselves. Sometimes I have to say no and it’s not even my decision. Sometimes I have to say no because it’s not a sound technical solution.

If you want services and systems that are unsustainable then let me know. I’ll give you yes’s and you can explain why none of it works.

I’m not saying you have to like nos. I’m not saying you have to accept them. I’m just asking you to understand that I have to say no sometimes. Please reciprocate the empathy and respect I have for you.

Haters gonna hate

No matter what I do, I will never win. I have come to accept that. No one contacts people like me to say that everything is going well and I’m doing a good job.

So to the haters, I make this promise.

I will help you despite how you treat me. I will treat you equally. I will be transparent. I will work to get you what you want. I will listen to your feedback and act on it. I will empathise and try to understand you. I will be disappointed in myself every time I say no. I will be your champion.

Of haters, I ask that you understand there’s a lot more to every no than you think. I am not the pantomime villain, I’m the good fairy who can’t always grant your wishes.

Jack of all trades…

“What do you do?” *Deep breath*, “I’m an academic technologist”. *Blank stare*, “So, what do you do?”. *Deep breath* [attempts to explain]. I have had this conversation regularly with family, friends and people who work outside of the ‘biz’. If I had a pound… That, I find, is increasingly difficult to define.

“I help teaching staff use technology in their teaching”

This was my go to answer. Recently I find this answer woefully simplistic.

At its core the above description is a fair representation of my job. Essentially that’s what I’m here to do. I am here to help staff to use technology in teaching. In the rose-tinted world of what I’d like my job to be that’s what I’d be doing day-to-day. In reality my day-to-day job is much more indirect than the above implies.

Jack of all trades (and master of none)

^ that’s how I feel a lot of the time. What I find reassuring is that I am not the only person who feels like a fraud. In 2001 Helen Beetham conducted a study of learning technologists and others in similar roles/responsibilities and identified the 10 activities below (the original report seems to no longer be available). I will now explain what the 10 activities mean to me.

Actively seek to keep abreast of developments in learning technologies

So we have to keep ‘abreast’ of developments in the technologies we already have, such as new features, upgrades and enhancements, as well as emerging technologies. Essentially we have to be able to ‘see what’s coming’ and from that decide what’s going to be worth looking in to. Considering the exponential growth of technology that is no easy feat.

Facilitate access to learning technology expertise and services

So we have to make sure the technologies are actually working and, if the mighty Odin looks upon you favourably, they work well. It includes organising downtime for upgrades etc. which largely involves paperwork and discussions about when the best date would be. This is always followed by the realisation that we’ll have to inconvenience someone and we need to find the people who would be least inconvenienced. We need people to know we’re here so we search for every possible way to shove our faces in to other people’s faces and screech “we’re here to help”. We also have to ‘advertise’ the services we offer and the technologies we offer. Again, much head scratching and many conversations are had about how exactly to do that. We make a website and redo it fifty times because no-one seems to be looking at it so it must be the website’s fault.

Some learning technologists are software and web developers some are network and server engineers. Some are all of the above. So not only do they do all this stuff but they also MAKE and MAINTAIN it!? There’s another post in here somewhere about how techy you need to be but we have no time for that here.

Liaise and collaborate with other units in the university having related interests & objectives

So this includes the Library, Student Careers and Skills, Learning Development, HR, Registrars Office, Health and Safety, Quality, Estates, Accommodation, International Office, Student Support, Wellbeing, Security, Finance etc… There are a whole load more that I could add. Now to be clear, we don’t always work with these people because they are active users of our tech. Sometimes we work with them because what we do overlaps considerably. We might want to consult them, get their opinion or help and vice versa. What they are doing affects us and vice versa. Although, working with professional services to create learning materials is an increasing area of work for us.

Act as consultant, mentor or change agent for other staff

I would like to do ^ this more.  Working directly with individuals to achieve their teaching goals, acting as coach/mentor, is a time-consuming but effective way to bring about change. A lot of the time I act more as a consultant. Someone wants to do something and you’re there to say how best to achieve it. Then I equip them with the skills they need and step away. I want people to be self-sufficient, I don’t think technology is worth using if they need to have their hands held, but I do enjoy the direct contact. I just don’t have time to do that enough.

Advise and assist with introduction of new technology into learning & teaching programmes

This is easiest when people have something they want to do. What’s more difficult is getting people to do something they have no interest in. This is where we earn our money. Finding that ‘hook’. We are usually involved in one or all of the procurement, project board, change management, project management processes etc. We gather the evidence for needs analysis, we write the budget requests and project documentation. It’s not as simple as seeing something fun and clicking install. Great Odin’s raven, it’s not that easy.

Increase colleagues’ awareness of best practice in learning technologies

^ see above. Training, advertising, consultancy etc. We also need to know best practice ourselves. This is achieved by keeping up with developments in the sector. Projects, initiatives, case studies, blogs, conferences, literature etc and we have to do this whilst doing everything else. Oh and that’s not just in relation to technology, that’s pedagogy too. You shouldn’t look at technology in isolation. I feel you must have a strong grounding in pedagogy. Technology and pedagogy are not separate they are inextricably linked.

Enable exchange of ideas and experience in technology-based learning and teaching

This is the ‘little black book’ of learning technologists (usually kept in our head). Our list of people/authors/blogs/articles/case studies, our arsenal of evidence and experience, we call on that list when someone says “I’d like to…”. So we trawl our mental black book for something relevant. We tell them about the people/authors/blogs/articles/case studies they should look at or talk to. We put people in touch, sometimes we’ll act as chaperone. If we know someone who’s done something noteworthy we ask them to write a case study/article/blog or present on their work so we can point people at that. We are the enablers.

We run forums, training, workshops, coffee and cake meet ups, lunch and learns etc. in the hope that we might get to know more people. The more people we know the more connections we can make.

Those of us who work within a network of other academic technologists in other departments know how important it is to build a working relationship with them. This is another avenue for adding to the little black book, for gaining feedback and ideas.

Facilitate & support access to computer-based learning resources

We manage the systems, provide the training and consult on the best tools for the job and how to make them.

Consult with support staff on appropriate use of learning technologies

I would remove support staff from this sentence and exchange it for staff and students. Sometimes this feels less like consultation than a witch hunt. We consult with staff, and students (thought not as much as we should) on how to improve current technologies and what they would like to see in the future. If you ask 100 people what they want you’ll get 100 different answers, it also assumes those 100 people know what there is and what is possible. So we also have to evaluate what is possible, what is worth pursuing and what will have widespread benefits. Sometimes it comes across as dismissive but it’s not meant to be. We simply can’t do everything. We take flack. We listen patiently. We try not to take it personally.

Identify needs & opportunities for development/deployment of learning technologies

^ see above. We identify opportunities. We spot where technology will enhance. We see the holes in provision. We plan ahead. We research. We keep our ears to the ground.

Learning technologists are:

Strategists, project managers, helpdesk operatives, 1st, 2nd, 3rd line support, incident managers, problem managers, operation managers, service designers, service managers, change managers, testers, developers, UI designers, web designers, trainers, teachers, writers of guides, makers of screen casts, mediators, enablers, facilitator, mentors, coaches, change agents, friends, enemies, psychics, futurists, clairvoyants, encyclopedias, librarians, experts, academics, support staff, students, writers, authors, researchers, readers, analysts, critics…

I have been told I also need to add – magician, star, life saver, fixer and Jedi master

Thanks Carrie Foster and Alecia Owen

 

Hence, jack of all trades

We wear a lot of different hats and I would say not one hat fits better than the others. I know the bits I enjoy most but I can’t abandon the rest. ^ these are the things we have to do to keep the lights on. It’s not as simple as it first appears.

I help staff to use technology in their teaching, sort of…

We got 99 problems…

dinosaur

and the TEF is one. Disclaimer: this post has nothing to do with the TEF.

Sorry if you came here looking for a scholarly article on the TEF. I’m afraid you will not find that here (or anything scholarly for that matter). Instead I will reflect on my Higher Education journey. I’ve recently moved institution and it seems like a good time to take a moment and think.

(The featured image for this post has little to do with the content but I liked it. I’m sure there’s some joke about dinosaurs and technology use at HEIs but I can’t be bothered to think of one. But a T-Rex chasing you would definitely put your problems in to perspective. But remember what Meat Loaf tells us, objects in the rear view mirror may appear closer than they are. (Caution, this video contains some hard-core mullet game.)

As a student

I was terrible. I put no effort in to my a-levels and my results certainly reflected that. I originally applied to do ancient history but decided “I’d never get a job doing that” and took a year out to decide what to do with my life. It was the expectation that I went to University although careers advice at sixth form was poor at best. So I decided, in my infinite wisdom, that media was the right path for me. I like TV shows and film so why not do something I enjoyed. I naively thought it was really easy to become Steven Spielberg. I applied to a few places with my terrible results and eventually got in somewhere.

I did not become the model student. Despite being amongst the first cohort to have tuition fee loans. I am still paying that back now and will do so for what feels like the rest of my life. I imagine the Student Loan Company will be knocking on the coffin lid. Anyhoo, I turned up to most of my lectures but if I couldn’t be bothered I certainly wouldn’t force myself. I ‘phoned it in’ for most of the first year. I think it’s easy to underestimate how difficult it can be to make the transition from a-level to ‘academic writing’. I was really disappointed with my first essay mark. I’d always been good at essays. I really don’t remember there being much help with that but that might be my memory or more likely I just didn’t look for or take any of it up.

Second year I did put in more effort but again I wouldn’t say I pushed myself. I eventually came up with a bit of a formula for writing essays that seems to have helped me through to present day. I would admit that I approached every essay, project and took every test with the question “what’s the bare minimum I have to do to get a decent mark”. I did nothing in my spare time. I didn’t gain any of what we would now describe as employability skills. I didn’t practice, I didn’t make a showreel and I didn’t get involved in any voluntary projects. I did the bare minimum. I do kick myself for not trying harder on a couple of projects which would have pushed me up to a first but I got a high 2:1 without putting much effort in so I guess I got a good return on investment. By the end of my third year I was very ‘done’ with education. I did not want to do a Masters or step foot in education again. I was going to be a successful director don’t you know (despite not deserving or earning that success).

Working in Higher Education

So how ironic it feels now to be sat in a University and having worked in them ever since. Despite my sincere belief that the world owed me my dream job I was summarily disappointed. Surely the path to greatness is paved with negligible effort, a non-existent showreel and no experience? Apparently not. It would seem that a degree isn’t enough to be the next Steven Spielberg. Apparently you might also need talent. So devoid of talent, armed with only a piece of paper claiming some level of competency and with no clue what I was doing, I put forward my CV. You will not be surprised to hear that I had no success. So a change in approach was required.

I turned to graduate internships in the desperate hope that someone like the BBC would be stupid enough to employ me. When you’re going up against hundreds of other graduates, who are more talented and went to a better University than you it’s unlikely you’ll succeed. But I had the good fortune to get a job at Harper Adams University. A stop-gap I thought before Hollywood calls. Hollywood did not call.

It was this job that got me hooked. I enjoyed talking to academics about teaching. I enjoyed talking to them about technology and how they might use it. I even liked training. I was able to combine my love of making stuff with a wage. Like Honey Nut Corn flakes Higher Education was ever so moreish. I was hooked.

So here I sit writing this post in my fourth HEI and despite MANY challenges over the years I still love it.

So how did I get here?

At Harper Adams I was part of a team of graduates who were tasked with introducing new tools and assisting staff to make effective use of them. I also learned more than I’d ever need to know about sheep. I’ve worked at the University of Portsmouth as an Online Course Developer and Assistant IT Trainer. At the University of Lincoln as a Digital Education Developer. I am now an Academic Technologist at the University of Warwick.

I think I am here more through luck than judgement. I realised after my internship at Harper Adams ended that I would be more likely to get a similar role at another University. I was lucky that the University of Portsmouth Business School was looking for someone and on the day of the interview a load of people dropped out. So with little competition I got the role there. After a while a job in IT services came up and I thought, “Hey, I like training so I’ll give it a go” and I did. It gave me so many skills that I am so grateful for now. Confidence to stand up in front of people, techniques to persuade the most negative trainees and the opportunities to work on other projects. After a couple of years I felt it was time to move on. I also knew I’d never be able to afford a home in Portsmouth (ironic given where I now live) and needed to find somewhere more affordable.

After a search of areas we settled on Lincoln. As luck would have it the University had already tried to recruit three Digital Education Developers. The lucky part was they had only recruited two. So they advertised the third vacancy again and they were silly enough to give me the job. I had a wonderful time at Lincoln, and while every place I have worked has shaped me in some way, Lincoln has by far had the biggest effect on me. I joined a new unit tasked with improving all aspects of teaching and learning, including the digital aspects. The digital element was a part of teaching and learning not adjunct or as a ‘thing’. I worked with the most dedicated, hard-working and intelligent people. They were also great fun and pleasures to work with. Each one of them has shaped me in some way, challenged me and supported me. I would not be who I am today without them. They made me question my assumptions, made me read and broadened my knowledge. Sadly after a review of the department and other changes, that I will not detail here, I felt Lincoln was not the place for me anymore.

I selected a number of Universities that I wanted to work at and Warwick was one of them. Again as luck would have it an internal promotion resulted in the perfect vacancy for me. So here I am, in my 7th week at the University of Warwick. I am very comfortable here. I work with great people. The biscuit banter is top notch…

Is the grass always greener?

Nope, but as someone said to me, the grass is always greener if you have no grass in the first place. Moving jobs is scary. You have no idea who you are going to be working with, interviews are no indication as everyone’s on their best behaviour, but in my experience people in this ‘business’ are usually lovely people. You have no idea what you’ll be walking in to but everywhere has its challenges. I don’t think you’re ever going to walk in to a University that has it all figured out. If anything  I would find that quite boring.

99 problems…

So, after that long read, I finally get to my point. Every University I have worked at, this is my fourth, has the same problems. Every person I speak to at conferences etc. has the same problems. Fundamentally our problems are all the same. When I came to Warwick everyone would tell me something then say “oh I don’t mean to put you off” and I would laugh and tell them it didn’t. It didn’t. In HE “you don’t have to be mad to work here, but it helps” should be on the job descriptions. You have to embrace the lunacy or you’ll lose your mind. If I had a Pound for every time I’ve asked why something is done that way I’d be a millionaire. Rarely does the explanation make sense but hey, you have to live with it.

Few of us have enough funding to do anything interesting. Few of us have the senior support required to really make fundamental change. Few of us have enthused and engaged staff. Few of us have technologies that work perfectly for everyone. Few of us have it all figured out. Few of us have got it all sorted.

Culture is a hard thing to change. It is an incremental thing. Small victories. It’s gentle, it’s thoughtful and it’s supportive. Some are braver than others but I’d rather make change the right way and it take longer than do something knee-jerk and ill-conceived to get the job done quicker. Here is the challenge we all face. How do we bring about change quickly, to satisfy management, but do it the right way? We’re all working this one out at our different institutions. Our approaches will differ but we can all learn from one another.

I’ll let you in on a little secret, every university is weird. Every university has its problems. Every university is still working on it. Some are traditional, some are running before they can walk but their problems are the same. Some have managed to cover the poop in a little glitter but deep down they’re still wallowing in the poop with the rest of us.