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It introduces a theoretical identity framework for professional staff and describes two practical projects: a continuing professional development framework and published case material on career pathways. 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The first of these is a major report undertaken for the Leadership Foundation for Higher Education (LFHE), which has re-conceptualised the activities of professional staff within a theoretical framework of identity (Whitchurch, 2008a). The other two projects seek practical ways forward for this group of staff, the first via a Continuing Professional Development Framework developed by the Association of University Administrators (AUA); and the second via the publication of case material on career pathways, prepared on behalf of the Association of Heads of University Administration (AHUA) and the LFHE.  \nIntroduction  \nThis paper provides a round up of recent developmentsin relation to professional staff in UK higher education, in the context of the implementation of the Framework Agreement negotiated between employers and trade unions in 2006 (Universities and Colleges Employers Association (UCEA), 2003) .The Framework Agreement provided guidance within which pay and conditions were determined locally for all groups of staff. In the case of professional staff, role analysis and job evaluation were used to place individuals on the national pay  \nspine that had been established.The objectives of the Agreement were to improve recruitment and retention of talented staff, to achieve greater local flexibility, and to recognise and reward the contribution of individuals. It had been triggered by the Bett Report (1999), which had recommended that national collective bargaining arrangements be reformed against a background of the expansion of the higher education system, the introduction of tuition fees, and increased segmentation of institutional missions.  \nFor the purpose of this paper, the term‘professional staff’ represents those groups defined by the Higher  \n56 Recent developments in relation to professional staff in UK higher education, Celia Whitchurch et al vol. 51, no. 1, 2009  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nEducation Statistics Agency (HESA) as ‘managers; non-academic professionals; student welfare workers, careers advisors, personnel and planning officers; and public relations and marketing professionals’. In 2006/2007 they represented 7.5 per cent of the UK higher education workforce (HESA, 2007). The paper describes three current initiatives in the sector, and some of the issues surrounding them:  \n• A major report undertaken by Celia Whitchurch for the LFHE entitled Professional Staff in UK Higher Education: Preparing for Complex Futures (Whitchurch, 2008a) (available [at](at www.lfhe.ac.uk/)[ www.lfhe.ac.uk/](at www.lfhe.ac.uk/)[ ](at www.lfhe.ac.uk/)[publications/research](publications/research)) .  \n• A project running from 2007-2009, jointly funded by the Association of University Administrators (AUA), the Higher Education Funding Council (HEFCE), the LFHE and the Higher Education Academy (HEA), to develop a Continuing Professional Development (CPD) Framework for Higher Education Administrators and Managers (AUA, 2008) .  \n• A project undertaken by John Lauwerys on behalf of the Association of Heads of University Administration (AHUA) and the LFHE to develop case material illustrating professional career paths.  \nChanging roles and relationships The Whitchurch study was one of a series of reports funded by the LFHE that drew attention to the changing roles of pro-vice-chancellors (Smith, Adams and Mount, 2007), the impact of distributed management and leadership arrangements (Bolden, Petrov and Gosling, 2008), and top management teams (Kennie and Woodfield, 2008) . Whitchurch demonstrated that the","cbCaicxfKBHJQe3x","https://ap.wps.com/l/cbCaicxfKBHJQe3x","pdf",119981,"English","# Introduction\n## Changing roles and relationships","[{\"question\":\"What is the purpose of the paper?\",\"answer\":\"The paper reviews three developments relating to professional staff in UK higher education and discusses issues surrounding them.\"},{\"question\":\"What framework underpins the pay and conditions discussion?\",\"answer\":\"The analysis is set in the context of a 2006 Framework Agreement between employers and trade unions that guided local determinations of pay and conditions.\"},{\"question\":\"What does the paper identify about changing roles and relationships?\",\"answer\":\"It describes blurred boundaries between staff categories, the emergence of a “third space” between professional and academic work, and career trajectories becoming less linear through project, outreach, and development activities.\"}]","Recent developments in relation to professional staff in UK higher education | PDF",1792081072,13]