Supporting new academics by taking a fresh look at NAP

The New Academics Programme (NAP) plays a key role in supporting colleagues as they begin their academic careers at the University of Manchester. Recently refreshed to reflect changes in teaching, learning and professional development, the programme now offers a more flexible, blended approach alongside clearer guidance for new academics and those supporting them.

We recently met with Alison Harvey, Senior Lecturer in Materials Science and Academic Lead for NAP, and Oli Taylor, CPD Project Coordinator, who explained what has changed and how the updated programme is helping colleagues navigate probation and settle into academic life at Manchester.

For those who may not be familiar with it, what is the New Academics Programme and why is it important?

Alison: The New Academics Programme is a continued professional development programme for staff who join the University of Manchester on an academic contract or who move into an academic role from a non-academic one. For most academic roles, completing NAP is a requirement of probation. The programme covers teaching and learning, research practice and social responsibility and is aligned with University policies, expectations and support. One of the key aims is to help people settle into the University quickly by signposting them to the right teams and resources rather than expecting them to navigate this on their own, and to provide the support and training to accelerate their career development.

Oli: It is also designed to support people at different starting points. Some colleagues may be in their first academic role, while others join with significant experience from elsewhere. NAP helps everyone understand how things work at Manchester and connects them with the people and services that will support their teaching, research and career development from the outset.

What prompted the recent changes to the programme?

Oli: A lot has changed in higher education over the last few years, particularly since the pandemic. When Alison and I took on responsibility for the programme, it was still largely based on pre-2020 delivery models with a heavy focus on in-person, lecture style sessions. We wanted to rethink that to make the programme more flexible and accessible for busy staff and to model the kind of blended and digitally enhanced teaching that we now expect across the University. The way NAP is delivered should reflect best practice, not just teach it.

NAP helps everyone understand how things work at Manchester and connects them with the people and services that will support their teaching, research and career development from the outset.

What does the programme look like now?

Alison: The programme now uses a blended learning approach. Staff complete a range of online activities that they can access when they need them, alongside in-person sessions that focus much more on discussion, interaction and peer learning. One of the things people consistently value about NAP is the chance to meet peers and build networks across the Faculty. By using in-person time for active learning we have been able to strengthen that aspect of the programme.

You have also introduced a new SharePoint site. How does that support the programme?

Oli: Previously, NAP information was contained in a long PDF handbook which was not always easy to navigate. The new SharePoint site brings everything together in one place. It sets out what the programme involves, the intended learning outcomes for each session and what staff need to complete as part of probation. Importantly, it is not just for new academics. There are dedicated sections for line managers, departmental leadership teams and senior mentors so everyone supporting someone through NAP can clearly see what is involved and what support is available.

Can you explain how the new dashboard works?

Oli: As NAP involves a number of sessions, activities and assessments, it can be difficult for people to keep track of everything alongside teaching and research. The dashboard gives staff a clear personalised view of what they need to complete and what they have already done. Line managers and mentors can see the progress of the staff they support and Heads of Department and Discipline Heads of Education can view progress at departmental level. It is designed to support conversations during probation reviews and help people stay on track, particularly in the first 12 to 18 months when the sessions are most relevant. If it would be useful for any other members of staff to have access to the dashboard, please reach out.

For new academics, the key advice is to engage with the programme early and make time for it.

What feedback have you had on these changes so far?

Alison: The feedback has been really positive particularly around the dashboard. Senior mentors and staff who were already part way through the programme have said it makes expectations much clearer and removes a lot of uncertainty about what needs to be done. In terms of the blended learning and rearrangement of content, participants have commented on the clarity of expectations and the value of the resources for settling into academic life at this University.

Have there been any challenges in redesigning the programme?

Oli: One ongoing challenge is making sure staff are enrolled on the programme as early as possible. The in-person sessions are an important part of NAP but they do require planning, so early engagement really helps.

Alison: Another challenge is that many Line managers completed NAP themselves some time ago and understandably assume it still looks the same. We would really encourage managers to take a look at the SharePoint site so they are familiar with the current programme particularly as some elements, such as assessment routes, have changed. We have also developed guidance for staff in roles with limited teaching, such as fellowship posts, to reassure them that it is about having the right range of teaching related activities rather than a large volume of teaching.

How do you see the programme developing in the future?

Alison: We are continuing to review different elements of the programme, including student support and academic advising, and we are keen to hear from departments about their evolving training needs.

Oli: We are also moving towards making the online content available more widely through the Canvas Catalogue so that it can form part of a broader CPD offer for all staff in the Faculty. Many of the sessions are relevant well beyond probation and we want to utilise that.

What advice would you give to new academics and those supporting them?

Alison: For new academics, the key advice is to engage with the programme early and make time for it. For those supporting them, we would encourage line managers and mentors to familiarise themselves with the current programme and use the available resources to support conversations during probation.

Oli: Also, do not hesitate to contact support teams. Whether it is about teaching, digital learning or navigating the programme itself, there is a lot of support available and people are very happy to help.