The academic radiography workforce: Age profile, succession planning and academic development.
Knapp, KM; Wright, C; Clarke, H; et al.McAnulla, SJ; Nightingale, J
Date: 22 June 2017
Journal
Radiography
Publisher
W.B. Saunders Ltd
Publisher DOI
Abstract
Introduction: Academia is one area of practice in which radiographers can specialise; they
compile approximately 2% of the total radiography profession in the UK, but are highly
influential and essential for the education and development of the workforce in addition to
undertaking research. However, the academic environment is very ...
Introduction: Academia is one area of practice in which radiographers can specialise; they
compile approximately 2% of the total radiography profession in the UK, but are highly
influential and essential for the education and development of the workforce in addition to
undertaking research. However, the academic environment is very different to clinical
practice and a period of transition is required.
Methods: Data were collated to explore the age and retirement profile of the academic
radiography workforce in the UK; to understand the research time allocated to this
workforce; the time required to develop a clinical radiographer into an academic and the
mentorship and succession planning provisions nationally.
An online UK wide survey was conducted and sent to all 24 Universities delivering
radiography education within the UK.
Results: Eighteen out of 24 Universities in the UK responded to the survey. Approximately
30% of radiography academics are due to retire over the next ten years, with over 25% of
radiographers who currently hold a doctorate qualification included within this figure. Those
entering academia have notably lower qualifications as a group than those who are due to
retire. Developing clinical radiographers into academics was thought to take 1-3 years on
average, or longer if they are required to undertake research.
Conclusion: There is vulnerability in the academic radiography workforce. Higher
education institutions need to invest in developing the academic workforce to maintain
research and educational expertise, which is underpinned by master’s and doctorate level
qualifications.
Institute of Medical Education
Collections of Former Colleges
Item views 0
Full item downloads 0