Nomenclature in higher education: “non-academic” as a construct

Abstract

This study explores the nomenclature surrounding professional services staff within higher education in the UK. Taking a case study method, it uses a qualitative approach to understand the term ‘non-academic’ to describe the diverse range of professional services roles. Both professional services and academic staff were interviewed and there is a difference in opinions among all staff as to the views around the term. It illustrates the importance of using professional services to describe staff who may not have an academic role. It evidences respect is important to individuals in whatever role they may hold within an institution. While there are several pertinent issues currently being discussed in higher education, such as educational technology and the need for vocational qualifications, this is still an important issue that has been ongoing for many years and as such still deserves attention.