I started my academic job search around the Autumn of 2001, just as the Research Assessment Exercise (RAE) was taking place. Those on the market a year or two before me may have a different take, but to me I couldn't have entered the academic job market at a worse time. [I appreciate that anyone entering since has probably had it much worse.] I applied for and interviewed for various geography lectureships and research assistantships without success, but in Autumn 2002 I landed an interview at the University of Southampton in the Modern Languages department; I was offered the job and started in January 2003.
The job I actually got, was at the Subject Centre for Languages, Linguistics and Area Studies (LLAS), 1 which was itself part of a national network with 23 other subject centres collectively called the Learning and Teaching Support Network, which later become part of the Higher Education Academy (HEA). My job title was the Academic Coordinator for Area Studies and I was brought in to manage the Area Studies Project, which was collaboration of six subject centres. Despite the learning and teaching focus of the subject centres, I knew very little about teaching in higher education when I started off, and I knew I knew little about teaching in higher education. I thought I knew a bit about higher education policy, but it turns out I didn't know as much as I thought. Over time the job evolved and I led various projects on interdisciplinary teaching and learning, organised workshops for new academic staff in languages and related disciplines. I read lots of papers, I carried out a few research projects, published a few academic papers and reports, and met hundreds of people from all round the UK and beyond. No need to go on here-- I have a CV for all that stuff.
Fast forward to 2015 and, among other things I am teaching new lecturers at the University of Brighton aware they they have come into a greatly impoverished sector. In part I mean 'impoverished' in money terms, but also resource and support impoverished. In the 2000s there were 24 subject centres which provided workshops, research funds, subject specific expertise on a national level, a sense of community and, perhaps most importantly informative and up-to-date websites and publications. The HEA commissioned its own research, projects and reports into a range of matters. Separate from the subject centres was the Fund for the Development of Teaching and Learning (FDTL), the National Disability Team, Jisc (still around) and the later on the Centres for Excellence in Teaching and Learning (CETLs – there was some disagreement about whether it should be pronounced 'settles' or 'kettles' (See David Kernohan's post on 'Ghosts of Teaching Excellence past' for his excellent analysis)).
Most of these are dead now. The subject centres are gone; the HEA is a rump of its former self trying to work out how to be self-funded, and known to many academics as a sort of DVLA for HE teaching). Many of these projects are mere memories to those involved in them, their websites and resources deleted, hacked, destroyed or if we are lucky, archived.
Some CETL's have a legacy, ironically because they funded buildings and refurbishments; our Creativity Centre at Brighton is still in use for its intended purpose. Now teaching excellence is all about a thing called the Teaching Excellence Framework (TEF).
I didn't realise it at the time, but I was actually part of the golden age of teaching and learning in higher education. Its easy to get nostalgic, and not all was plain sailing, but here I really have to acknowledge my privilege.
- Still going as a separate centre at the University of Southampton ↩