Purpose

The purpose of this paper is to explore the impact competency frameworks as standardisation can have on the employee engagement of academic staff within higher education (HE) through their employment as managerial tools.

Design/methodology/approach

A literature review is conducted from which the conditions for effective competency frameworks are evaluated and the influence of changes in the HE environment in the form of political agendas and tight resources are explored.

Findings

This paper provides insights into the dynamics of public service modernisation and the tensions between the dominant discourse of managerialism and the degree of agency afforded to professional academics. It highlights the relevance of informal peer relationships in setting the climate to generate collegial bonding and professional engagement that underpin successful teacher fellowship accreditations. It further highlights the key role managers play in this process and provides a conceptual framework highlighting the dynamics and combined effect of employee engagement and competency frameworks set within complex HE environment.

Practical implications

This paper brings together the prerequisites for effective implementation of competency frameworks to implement successful employee engagement strategies set within the complexities of the HE context, which has not been studied to date. Armed with such insights, Human Resource Development (HRD) departments and universities can implement competency assessments that generate greater staff engagement.

Originality/value

The paper provides a critical approach in reviewing the impact of Continued Professional Development and its link to professional status and thus helps British Universities and others to understand how the mechanisms at work affect engagement levels of academic staff. Armed with this depth of understanding of how the change initiative works, with whom and under what circumstances, universities will be better able to meet target UK Professional Standards Framework membership levels required by the higher education academy (HEA) and, subsequently, the HEA to meet their targets for the government.

中文翻译：

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教师研究员认证 - 一首牧歌！但这是正确的曲调吗？标准化、参与和新自由主义的紧张关系

目的

本文的目的是探索能力框架的影响，因为标准化可以通过他们作为管理工具的使用对高等教育（HE）中的学术人员的员工敬业度产生影响。

设计/方法/方法

进行了文献综述，从中评估了有效能力框架的条件，并探讨了以政治议程和紧张资源形式出现的高等教育环境变化的影响。

发现

本文深入探讨了公共服务现代化的动态以及管理主义的主导话语与专业学者的代理程度之间的紧张关系。它强调了非正式同伴关系在营造氛围以产生学院联系和专业参与方面的相关性，这些关系和专业参与是成功的教师奖学金认证的基础。它进一步强调了管理者在这个过程中扮演的关键角色，并提供了一个概念框架，强调了在复杂的 HE 环境中设置的员工敬业度和能力框架的动态和综合效果。

实际影响

本文汇集了有效实施能力框架的先决条件，以实施在 HE 背景下设置的成功员工敬业度策略，迄今为止尚未对其进行研究。有了这样的洞察力，人力资源开发 (HRD) 部门和大学就可以实施能力评估，从而提高员工的参与度。

原创性/价值

该论文提供了一种重要的方法来审查持续专业发展的影响及其与专业地位的联系，从而帮助英国大学和其他大学了解工作机制如何影响学术人员的参与水平。有了对变革倡议如何运作、与谁合作以及在何种情况下进行的深入了解，大学将能够更好地达到高等教育学院 (HEA) 以及随后的 HEA 所要求的目标英国专业标准框架成员水平达到他们对政府的目标。