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Extract 1 According to Robson (2006, p.9), the significance of knowledge is vital to galvanising professional credence to a given profession. To this end, it should have currency among teachers and be useful in raising their public and social importance (Sachs 2003, p.17). Oddly enough, historical evidence suggests that most teachers regard research as an esoteric activity, having little to do with their everyday responsibilities (Carr and Kemmis 1986). This essay aims to investigate professionalism and professional values to identify the origins of such statements and their relevance to current teaching and learning quality assurance policy and practices. Professionalism takes the appearance of three themes, which are autonomy, knowledge and responsibility, which embody the professional to maintain order within society in their chosen discipline (Robson 2006, p.7). This definition is further supported by Coffield, (2007, p.21) Evetts (2003) and Svensson (2006), who point out that decentralisation and client-focussed work, as long as a process of mature self-regulation controls it, also has relevance. I consider that this applies to me, as I could not effectively engage in the development, delivery and assessment of engaging higher education programmes to the learner if my professional role did not afford me the above working practices. Reference list to go with Extract 1 Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. In: Wallace, S. (2007) Teaching, Tutoring & Training in the Lifelong Learning Sector, 3rd Edition. Exeter: Learning Matters, pp.206-207 Coffield, F. (2007) Running ever faster down the wrong road: An alternative future for education and skills. London: Institute of Education Evetts, J. (2003) The sociological analysis of professionalism: Occupational change in the modern world. In: Evans, L. (n.d.) Professionalism, professionality and professional development. Leeds: University of Leeds, p.1 Robson, J. (2006) Teacher Professionalism in Further and Higher Education. London: Routledge Sachs, J. (2003) The Activist Teaching Profession. In: Robson, J. (2006) Teacher Professionalism in Further and Higher Education. London: Routledge, p.7 Svensson, L. G. (2006) New Professionalism, trust and competence: Some conceptual remarks and empirical data. In: Evans, L. (n.d.) Professionalism, professionality and professional development. Leeds: University of Leeds, p.1

Extract 2 Gerson and Horowitz (2002) recommend a sampling strategy be employed to select a targeted collaborative audience that is able to shed light on the wider forces and processes that are relevant to the investigation. This has not been applied to this research paper because its brief states that collaborators will be limited to colleagues from within my specialist area only. However, Waters-Adams (2006, Online) believes that the best action research only occurs with collaborative input, which I agree with, as the discovery of a solution for streamlining the administrative process may not be possible otherwise. Out of the eight questionnaires sent out to colleagues (see Appendices 3 and 4), six were returned completed, yielding a 75% return rate, which is good considering that Milne (1999, Online) believes that questionnaires usually provide a poor return. Having analysed the data that the collaborators have provided, 40% stated that course administration is the most time consuming and tedious part of their job role. Thomas et al. (2003) found that this is one of the 5 main causes of excessive workload in the academic sector, which gives credence to what the collaborators have said and supports the premise of this action research. Reference list to go with Extract 2 Gerson, K. and Horowitz, R. (2002) Observation and Interviewing: Options and Choices in Qualitative Research. In: May, T. (ed.) (2002) Qualitative Research in Action. London: SAGE Publications Ltd, pp.204-205 Milne, J. (1999) Questionnaires: advantages and disadvantages. [Online]. Available: http://www.icbl.hw.ac.uk/ltdi/cookbook/info_questionnaires/index.html [23 January 2010] Thomas, H. Brown, C. Butt, G. Fielding, A. Foster, J. Gunter, H. Lance, A. Potts, L. Powers, S. Rayner, S. Rutherford, D. Selwood, I. And Szwed, C. (2003) Modernising the school workforce: developing perspectives, paper presented to BERA conference, Edinburgh, September. In: Bubb, S. and Earley, P. (2004) Managing Teacher Workload. London: Paul Chapman Publishing, p.8 Waters-Adams, S. (2006) Action Research in Education. [Online]. Available: http://www.edu.plymouth.ac.uk/RESINED/actionresearch/arhome.htm [25 January 2010]

Extract 3 My specialist area delivers courses in the computing discipline at Higher Education level, ranging from access to HE bridging courses to Higher National Diplomas, Foundation Degrees and three-year BSc (Hons) programmes. Being a specialist in teaching IT at HE level requires deep subject knowledge including its technology, standards and legislation that must be kept up to date through scholarly activity and research (DfES 2003a, cited in Fisher and Webb 2006, p.339). It is also necessary to be able to blend this knowledge with the solution of immediate practical business problems, often incorporating other disciplines, such as mathematics and science (McAllister and Alexander 2009, p.283). Finally, an appreciation of how the above can be best delivered to learners so they may learn most effectively is also essential (Armitage et al. (2003, p.73). All of the above is practiced within my specialist area, although due to the ever-changing technology of the IT industry, it is difficult for my colleagues and myself to carry out the necessary scholarly activity at work that this industry demands. This often falls to our good nature to pursue this with hobby like enthusiasm within our own time, to ensure that we can confidently meet the specialist mantra that we give ourselves. Reference list to go with Extract 3 Armitage, A. Byrant, R. Dunnill, R. Renwick, M. Hayes, D. Hudson, A. Kent, J. and Lawes, S. (2003) Teaching and Training in Post-Compulsory Education. 2nd Edition. Buckingham: Open University Press Department for Education and Skills [DfES] (2003a) Subject specialism: consultation document. London: DfES. Cited in: Fisher, R. and Webb, K. (2006) Subject specialist pedagogy and initial teacher training for the learning and skills sector in England: the context, a response and some critical issues, Journal of Further and Higher Education, Vol.30, No.4, pp.337349 McAllister, G. and Alexander, S. (2009) Key aspects of teaching and learning in computing science. In: Fry, H. Ketteridge, S. Marshall, S. (eds.) A Handbook for Teaching & Learning in Higher Education. 3rd Edition. Oxon: Routledge, pp.282-299