Before workshop 2, we had to choose an article that we found interesting or related to us. As a technician, and one who has not seen or read any case studies or papers about technicians, I decided to go with the paper titled ‘How do art and design technicians conceive of their role in higher education’ by Clare Sams, an artist and former technician at CSM.
- The study used a mixed methods approach, involving a survey followed by participant-produced images accompanied by text-based self-analysis to create a portrait of technicians’ views of their role in higher education.
- technicians perceive their role as supporting staff, students, and events in both traditional and virtual learning environments BUT ALSO educators, artists, and expert practitioners
- The study was open to all technical staff across UAL– over 10% of UAL technicians responded to the online survey
- Technicians move away from the traditional skills-based aspects of their role when moving into management.– this is something you hear all the time within the role as it is one of the few routes to progress
- Learning in the form of skills and techniques is an important aspect of their role
- Technical staff did not feel that they were well supported in their career and professional development.
- Next part of the study uses photos. Participants collaborate with the project researcher to generate images, accompanied by text. In this case study, photographs were used as an initial talking point to encourage a discourse about the technical role.
- From these volunteers 4 technicians were selected, one from each UAL college. They were asked to produce 3 images relating to student learning and the teaching aspects of their technical role. They were then asked to select one of these images and write a short accompanying analysis.
- Open questions were used such as: ‘Why did you choose this image?’, ‘What is shown in the image?’ and ‘How does it relate to your role in learning and teaching?’
- The process starts as a concept on paper or the computer screen and is then realised in the workshop.
- Research is an important part of this technician’s role. It broadens the reach of the University by creating access to a universal, virtual lecture theatre that promotes learning and teaching for current and prospective students. – lack of time for research within the role
- The idea that objects promote discussion connects with the rationale behind the use of the ‘photovoice’ methodology used in this study
- Three key themes emerged when comparing the responses from this study, establishing notions of supporting, helping, and teaching as fundamental to the technician roles.
Supporting: Academic Support Technicians
Helping: Learning environment technicians
Teaching: Technical Lecturer
A technician’s role is…:
- Complex and varied
- Covers a wide range of disciplines
- To support staff and students
- To be expert practitioners
- Under researched
- Valued by students but not by academics
- Point of contact for students and staff
Quotes from technicians:
- Helping students achieve their creative potential, supporting staff and students with technical queries, promoting sustainability and reuse of materials, balancing health and safety and creativity in a workshop environment. (Technician 31)
- Managing a large technical team across diverse specialisms, I am responsible for all aspects of day-to-day operations within these areas: health and safety; staff management; timetables; resource management; strategic planning. (Technician 2)
- Students value and find the teaching provided by the technicians invaluable and essential to their learning and further practice. This is currently shown through the ‘White Square Teaching Awards’. (Technician 11)
- I recently decided to give more time to my arts practice because I don’t see any option for me at University. As a technician I have no chance in terms of career and no time at all for research, which is vital in my career.
- ‘There is always someone to talk to. A technician deals face-to-face not through emails, Moodle, Facebook or any other “online” tool.’ (Technician A)
- We are mainly valued by students constantly, but never from anyone else. The job of the technician is always backstage, as it should be, but it would be nice to be supported and valued. When I say valued, [that] means professionally valued, not just receiving the odd email saying “well done to all”.