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How to teach (step two)

20 Jun

So, you’ve built a relationship with a university lecturer and have given a guest lecture (see How to teach step one). Then what?

You may learn of opportunities for more regular – and paid – teaching. Universities are relying on more hourly-paid staff to front classes, given the constraints on recruitment and the demands on the time of permanent staff members (who have management roles as well as teaching timetables and research profiles). Sometimes these roles are advertised and formalised as ‘associate lecturer’ contracts. Often, they arise at short notice as members of the team are given other priorities, or fall sick, or take periods of study leave.

Hourly-paid teaching is unlikely to be lucrative, but it can be enjoyable. You get to teach students and avoid the course management and admin work. You’ll only be paid for your timetabled classroom hours: universities have standard pay rates and it’s usually in the £30-£40/hour range. This is a multiple of the minimum wage, but it includes preparation time, responding to student emails outside class and grading of assignments. Also, you can only earn these hours during the teaching period, which is only half of the year and you won’t receive travel expenses.

Some universities may be able to offer you a block of teaching on one day (so you can earn more hours and reduce the travel time and expense) – but on smaller courses the teaching commitment may be spread across the week making it harder to fit around your other work. But the advantage of an hourly-paid contract is that you are free to take on work if and when it suits you. I’d advise you not to chase hours at first: six hours of undergraduate teaching may sound more worthwhile, and three sessions repeating the same material to different groups may require less preparation.

But repetitive blocks of teaching can be boring and exhausting – an unfortunate combination for the lecturer and for the students.

Often, you’ll be part of a teaching team, delivering other people’s teaching content, and this will usually involve leading tutorials or seminars rather than delivering lectures. Yet there’s always flexibility in class for you to talk about the day’s news agenda, to use your own professional experience and for you to develop your teaching skills.

Teaching can be fun and it can be rewarding (like public relations, education is a relationship business). Hourly-paid work can be a good way to add something extra to your work portfolio.

In the final post, I’ll say what’s involved in gaining a permanent lecturer’s contract.

How to teach (step one)

16 Jun

I’ve had a few conversations with practitioners in recent weeks about teaching public relations to students. This post is the first in a small series summarising my advice, and giving the upsides and downsides of  teaching.

In brief: there are lots of opportunities – but vanishingly few jobs.

Step one: give a guest lecture

A practitioner talking about his career in a guest lecture

A practitioner talking about his career in a guest lecture

The best way to start is to give it a go. Course leaders and tutors welcome guest lectures from practitioners, so your best way to gain some experience and make some contacts with university lecturers is to contact permanent members of the team to offer a guest lecture.

Students enjoy guest lectures because they are a refreshing change from their regular (academic) lectures. Yet students like to take something out of each lecture or teaching session – otherwise they tend to feel the content is irrelevant.

So beyond telling them about your personal experience of work, you need to include a ‘takeaway’ element in your talk.

This could be tips on getting a job in your sector, or a reflection on how theory applies to practice, or a cautionary tale of how not to do something. A good guest lecture would describe your sector or specialism in some detail.

The upside of giving a guest lecture is that you’re experiencing the best bit of a lecturer’s job: educating through experience and example and communicating to a (reasonably) engaged audience.

Teaching, however, is only one part of the process of learning – the passive part. Students also need to learn by doing; to learn by reading, by developing relationships and they need to develop curiosity. The paradox of teaching is that the more you teach, they less they tend to learn…

A guest lecture will also help you develop a relationship with one or more members of the teaching team, who may need to call on you for a larger contribution (see part two to follow).

The downside of a guest lecture is that it’s inevitably mostly one-way, with limited opportunities for dialogue and developing relationships (though I would expect some of the class to start following you on your favoured social networks). You may also find it a humbling experience: students are given a lot of lectures, so tend to approach each new one with indifference. Very few practitioners or academics have the pulling power to fill the largest lecture theatres, as happened with Max Clifford (pictured).

You are also unlikely to be paid, though you may receive travel expenses if you’re prepared to fill out the university’s form, submit your receipts, and to wait a while for the payment to be processed.

PR practitioners will understand that this is a relationship-building tool, and that you need to invest your time up front.

In part two I’ll discuss the next step: hourly-paid teaching.

 

 

Disruption

14 Mar

Drew Benvie PR WeekDrew Benvie has resigned from Hotwire, launched a new consultancy business Battenhall and used his Huffington Post column to explain why the Comms Agency model is ripe for disruption.

So what does the future hold? I firmly believe a new kind of agency that is built for the social media economy can thrive, where everything starts with social, but the experience backing that up in each individual adds another dimension. Disruption of the agency model as we know it.

He’s not alone. Jed Hallam (author of The Social Media Manifesto) writes that PR isn’t dying, but PR agencies might…

It used to be that public relations was the pipeline to the public, but now that’s no longer true. So the role of PR now has to become more strategic. It has to evolve and has to take centre stage at a more strategic, and senior level.

Steve Earl and Stephen Waddington probably share this thinking. Last year they resigned from leadership roles within a mid-sized consultancy and are now in senior roles in different international consultancies.

To me, this suggests that boutique public relations businesses can thrive if they find their niche, but mid-sized businesses might be squeezed between the specialists and the large international networks.

I’m sure I’ll return to this theme because it interests me – but my blog’s theme is public relations education. For many of the same reasons, education is also ripe for disruption. That’s what I want to explore here.

Why I teach: it’s the biggest communication challenge

25 Feb

Teaching in Bulgaria Looking back on almost thirty years in the workplace, I think I can spot the twin peaks of my career.

Twenty years ago I was a public relations consultant with an outstanding list of clients in the fast-growing technology sector. Working life was hectic, and we were building and developing a great team of colleagues.

I'm now in full-time public relations education. Working life is hectic, but I'm helping develop some talented young people.

I've made one rather banal link between the two roles. Much better is this from Maister et al's The Trusted Advisor, a book about consultancy skills in business:

In many ways, advisory skills are similar to those of great teaching. A teacher's task is to help a student get from point A (what they know, understand, and believe now) to point B (an advanced state of deeper understanding and knowledge). It is poor teaching for the professor to stand at the front of the class and say "B is the right answer!" (As the old joke goes, a lecture is the fastest means known for getting ideas from the notes of the teacher into the notes of the student without passing through the minds of either.)

Maister et al 2000: 33

The one obvious difference between my two peaks is that the technology sector was fast-growing then, and has remained so ever since. Higher education has had a twenty year growth spurt in the UK (it was in 1992 that former polytechnics became universities), but the brakes are on right now.

We're still in business and our skills are still in demand, but it's a tougher world to enter now. That said, I'm always willing to talk to practitioners about the journey from PR practice to PR education, a journey that often starts when you give a guest lecture and discover it to be a very worthwhile communication challenge. Perhaps you too will come to find it the biggest communication challenge of your career.

Photograph from Apeiron Academy's photostream on Flickr

A week in the life

27 Jan

Increasingly it seems that education never sleeps. Particularly if there's an educational aspect to one's presence on social media.

I'm not complaining: it's a privilege to teach and I'm fortunate to be busy. Here are some things I'm looking forward to over the next seven days:

  • Teaching on a CIPR Diploma course in Bulgaria (Saturday and Sunday)
  • Teaching public relations to second year business, marketing and journalism students (Monday)
  • Moderating a batch of Diploma scripts and some MA PR Writing assignments (Tuesday)
  • Starting delivery of a new, experimental Public Relations and New Media module (Wednesday)
  • Giving positive feedback to returning CIPR Diploma students and first year PR students (Thursday)
  • Planning a paper for the International History of Public Relations conference
  • Discussing a proposed chapter for a textbook
  • Designing new social media modules for a revamped Sport Marketing course
  • Giving feedback to dissertation students
  • Hunting out more stories for our subject group blog
  • Attending the CIPR networking event on Thursday
  • Editing new stories for Behind the Spin
  • Keeping up with RSS, Twitter, blogs, news, email and books (last, not least)

We all fall short of our highest expectations, and I'm sure I'll slip up and forget some things I should be doing, but I like to keep my eye on the goal. If I can put it in one word, I aim to be encouraging.

Key themes for 2011

8 Jan

Looking back on 2010 allows us to predict some of the main talking points for the year ahead.

Value

I have previously argued that the Stockholm Accords were a milestone event. This document qualitatively articulates the value that public relations provides to organisations at a macro level.

But can we quantify this value? The hyperactive and always challenging David Phillips will attempt this at a conference this year, from his perspective that the PR business has been failing to reach its full potential for years.

Though these questions may sound academic, this will be a year in which practitioners in all sectors will need to prove their value to their clients and employers. So they would be well advised to take note of these discussions.

Within higher education, the new fees regime from 2012 will challenge universities to demonstrate the value of their degree courses. My humble effort is a project to document how graduates have benefited from their PR degrees over the past two decades.

Transparency

Remember Gordon Brown forgetting his mic during the election campaign? The problem was the disconnect revealed between the public and private person (a problem some of his senior colleagues had been concerned about for years).

Now consider the implications of WikiLeaks (and the parliamentary expenses scandal). These challenge the assumption of private, and make a presumption in favour of information being public. We've not heard the last of the tussle between public and private, national security and civil liberties. (There's also a civil liberties argument in favour of less being known about us, not more).

Public relations, concerned as it is with matters in the public sphere, has a role in defining what should be known in the public interest, and what should be concealed for private reasons. Expect public relations teams to be auditing information flows and anticipating what would happen if and when the private becomes public. The intention will be to inoculate against further Gordon Brown moments.

Rethinking public relations education

8 Dec

20yearson This isn't a manifesto (yet).

It's just a useful place to explore some thoughts and exchange views with others.

Background: 

PR degree courses are 20 years old in the UK, and CIPR professional qualifications have been taught for ten.

This has been a period of growth and expansion, with seemingly insatiable demand from employers for our graduates.

This is good.

But does past success prepare us for a more challenging future?

Problems:

Let's summarise –

  • The new funding and fees regime challenges the financial model of some HE institutions. Will they all be able to move from quantity measures to quality measures?
  • Public relations education may have successfully moved out of journalism school into the business school, but it's a minnow there alongside large marketing and business studies courses. When the cuts come, guess which will be first to go? Do we have the right name and content fit for the future?
  • In an uncertain world, we should be thinking of lifelong learning, not assuming education ends at 21. Are we as good with professionals as with 'traditional' students? Do we offer something at each career stage, and are the delivery and assessment tools fit for purpose?

Proposals:

  • In response to higher fees, let's offer some genuinely full-time degree courses. These could be delivered in two years (in four ten-week terms a year, say) though many school leavers will lack the maturity to benefit from this greater intensity. So the typical student will be older and may have had some sort of foundation degree or some work experience first.
  • In response to higher fees, let's take the opposite tack and deliver a much slower track (four years?) to those in full-time work, sponsored by their employers to study part-time. Delivery will have to shift from face-to-face to online (or 'blended' learning). The learning will move out of the university and into the workplace. The university becomes a partner in rather than an owner of the course.
  • In response to the changing labour market, let's offer a package that begins with undergraduate and moves through postgraduate, professional and on to executive education. If this journey took twenty years, then we would be halfway to lifelong learning.
  • Education, like youth, is often wasted on the young (blame George Bernard Shaw, not me). Let's use our skills and our facilities to welcome back people of retirement age. They are very receptive to a social learning environment. Though public relations may not be a compelling course, consider all the useful components: using the web, writing a blog, photo editing etc.