(Sams, 2016) as presented in the “Spark: UAL Creative Teaching and Learning Journal,” investigates the multifaceted roles of art and design technicians generally in higher education and specifically within the University of the Arts London (UAL).
By employing a mixed methods approach that combined an online survey with a more qualitative, participatory “photovoice” methodology, the survey provides a nuanced portrait of how technicians view their contributions to the academic environment.
This is a reflection that looks at key insights from the study, highlighting the complex identities and essential roles of technicians as educators, supporters, and practitioners within the art and design higher education landscape.
(Sams, 2016) thoroughly examines the roles and perspectives of art and design technicians in education, specifically focusing on their diverse contributions within the University of the Arts London (UAL).
The study suggested that technicians perceive themselves not just as support staff but also as resource persons with diverse responsibilities beyond assistance. As educators, artists, and skilled professionals in their respective fields, they actively participate in both traditional and virtual learning settings.
The research identifies three functions of technicians: assisting teaching through their technical knowledge, aiding in creating conducive learning environments, and directly instructing students through hands-on lessons and guidance.
Most technicians are found to be artistic and have a professional identity as they pursue their endeavours outside their university duties, which enhances their teaching and support roles. However, there seems to be a lack of acknowledgment and appreciation for this commitment by the institution.
However, despite playing roles in students’ education and academic processes, technicians feel undervalued and lack support. They express a desire for opportunities for growth as well as recognition.
The research emphasises the role that technicians play in educating students, recognising their ability to offer expertise innovation and maintain safe and sustainable creative processes.
The study emphasises the importance for universities to reassess and improve the support and acknowledgment of technicians by recognising their role in the creative spheres.
References
Sams, C. (2016) ‘How do art and design technicians conceive of their role in higher education?’, Spark: UAL Creative Teaching and Learning Journal [Preprint].