Work experience should be a job requirement for academics

Teaching would improve if all scholars were required to undertake regular secondments in industry, says Cecilia Chan

February 22, 2018
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As head of professional development at a research-intensive university in Hong Kong, it is part of my job to prepare professors as well as possible to, in turn, prepare their students for the future.

One widely discussed problem is that, in the midst of the so-called Fourth Industrial Revolution – the age of robots and artificial intelligence – it is unclear what jobs (or, by extension, academic disciplines) will even exist 10 years from now. An article that appeared a couple of years ago in Times Higher Education (“Future perfect”, Features, December 24 2015) asked a number of senior professors for their thoughts on what universities will be like in 2030. One of the more far-fetched but still conceivable speculations foresaw a future in which all lecturers will be replaced by AI. Yet such scenarios are not remotely on most academics’ radars.

At a recent workshop on innovative pedagogy, for instance, I showed an audience of professors a video of Facebook chief executive Mark Zuckerberg explaining how he built his latest gadget, Jarvis, to run his own house (based on the fictional AI with the same name from Marvel’s Iron Man). The professors were impressed; some of them had not even realised that technologies this advanced already existed.

Students, of course, are much more up to date with technology. That reason alone is enough to do all that we can to make sure that academics keep up with them and take every opportunity to use technology to teach in a way that will resonate with Generation Z and its even younger successors.

But the disconnect between some academics and the real world runs deeper than this. Currently, many universities in Hong Kong are introducing compulsory teaching and learning programmes that teachers must complete before their contract is renewed. This is all well and good but the problem is that, while such programmes might improve pedagogical technique, they do nothing to ensure that academics possess the professional skills that students need to learn.

Research collaborations exist between industry and academia, of course, particularly for top-ranking professors whose research is patentable. But it is much rarer for academics to seek actual work experience, whereby they gain hands-on knowledge of the modern workplace and both the specific competencies and generic skills that employers in their sectors are currently demanding. Many studies have shown that, in this fast-changing world, it is those non-disciplinary skills that employers seek above all in their graduate recruits; it is essential for us to ensure that teachers are as capable and well-rounded as we intend our students to be.

The importance of experiential learning opportunities for students has been widely accepted, particularly for their development of generic skills. Hence, at many universities, some form of internship is a compulsory, credit-based component of undergraduate programmes. But, in my view, regular work experience should also be a compulsory part of professional development for academics: even those humanities academics whose discipline does not map on to particular professional sectors very closely.

Too many academics have spent most, if not all, their professional lives within universities. The need for students to benefit from deep professional experience has been recognised by senior management via the recruitment of “professors of practice”, who do not come from a research-intensive background but are experienced and distinguished practitioners. This is good but I do not think it is enough. I would go so far as to suggest that, as part of the recruitment process, all potential professors should be required to undergo a year-long internship before they begin teaching. And all academics should be required to return to work in industry every three to five years as part of their professional development and career advancement.

Of course, higher education is not all about career advancement: it is also about learning the life skills and attitudes that allow students to become good citizens. But an academic workforce that is up to date with the latest technology, pedagogy and professional practice is the very least we need to ensure that the latest generation of students are as ready and able as they can be to find their professional niche, alongside the robots.

Cecilia K. Y. Chan is head of professional development and an associate professor in the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong.


Print headline: Bring a professor to work

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Reader's comments (3)

1) Until research intensive universities promote faculty for pay raises and tenure equally for all contributions then the arguments in this document are moot at best. The same holds for grants for research and other activities which now default to publications in ranked journals. 2) According the the World Bank and other measures every country needs one or more R1 institutions which requires research and students to advance in that direction. There is nothing that says that students looking for employment outside of academia need or should attend these institutions. 3) There is a global push for collaboration among universities and there is increasing student mobility which reduces the imperative that all universities and all faculty need or should have the same skills. That is not to say that academics should exist within an intellectual cocoon.
Once again I find myself reading a post about the need for academics to prepare students for the World of Work. Once again I find myself reading statements about what this World of Work requires of our young people. Once again there is somebody who professes to know which skills this World of Work requires. Once again academics are being accused of failing in some way because they are ONLY doing what they are paid to do. Once again, and most annoyingly, no definition is provided of what a skill is; despite using phrases like 'generic skills', 'professional skills', and 'life skills'. On more than one occasion I have challenged protagonists of 'skills' development to DEFINE what a skill is. So far nobody has taken up the challenge. The academic world is awash with individuals informing distinguished colleagues of their failings; whilst simultaneously offering solutions for their failings; often under the guise of 'Professional Development'. Doing so simply mimics the tried and tested business model of convincing weak 'consumers' of their needs whilst simultaneously informing them of a product which satisfies those needs. A bit like slimming solutions in January. Let's be clear; there is no 'real world' in which all employers speak with one voice. I would argue that employers COLLECTIVELY have no idea what they want from young people; other than their ability to be trained and developed in to a role/job/position/profession. This 'trainability' is inextricably linked to EDUCATION which is what we, as academics, do best. I suggest that we are left alone to get on with it in ways which are commensurate with our own moral code.
I have worked in retail as a teenager then in the building trade and as a nurse and civil servant before entering academia. But I could have done my job as an academic just as effectively without the other work experience. The above article is pure anti-academic managerialist corporate gimpery, made-up in an agitated miswired brain, brain bully-dogma. Must surgeons and other doctors have world outside of the medical world first? Must soldiers? Must Vets? Must engineers? Must nurses? Must accountants? Utter nonsense on stilts.