Karen Lander, Director of Education at The University of Manchester, shares her thoughts on how to become ‘unstuck’ in higher education.
Reading Jo Cutler’s blog on being stuck or moving at work struck a chord with me. In this blog, I reflect on the feeling of being stuck and how I shifted my mindset and work role to embrace change – and develop my teaching and learning focus within a shifting HE environment.
Feeling stuck
As an academic working at the same university for 24 years, it is natural to sometimes feel ‘stuck’ – trapped in the routine of teaching the same courses and reusing familiar practices. While expertise builds confidence, it can also foster routine and rigidity.
Feeling stuck often stems from a lack of knowledge or skill. Without exposure to new methods, we persist in using familiar, yet possibly less effective, approaches. Fear of failure and resistance to change also contribute, particularly when teaching large cohorts. In my case, trying new things in front of nearly 300 undergraduate students can be daunting. Moreover, disengagement compounds the cycle, the less motivated we feel to innovate, the less confident we become in trying new methods. And so, the cycle perpetuates.
How to become unstuck
Becoming ‘unstuck’ requires a conscious effort to embrace change, engage with new practices and reconsider our professional identity. Mezirow’s transformative learning theory underscores the value of critical reflection in this process. Over time, I realised that teaching, like any skill, evolves – and that change was within my grasp. Here’s how I shifted my mindset.
Reflecting on my practice
One of the most effective ways to shift mindset is structured reflection. For me, this meant reassessing my current teaching and learning practices and actively seeking support and information. I spoke with colleagues about what worked for them in different teaching contexts, which led me to learn more about evidence-based practices.
Collaborating with colleagues – whether formally or informally – provided fresh perspectives and made change less overwhelming. Additionally, I engaged with students in conversations about activities that support meaningful learning, shifting my focus toward a more student-centred approach.
I also took the time to explore new educational technologies. The goal was not simply to adopt technology for the sake of it but to embrace it where it could genuinely enhance pedagogy. This period of reflection and information gathering required effort, but by the end, I felt motivated to pursue change. The process of becoming unstuck had begun – and it started by formalising my process of reflection and obtaining Senior Fellowship from Advance HE.
Refocusing on teaching and learning
With my renewed enthusiasm for change and Senior Fellow status, I was fortunate to receive an Institute of Teaching and Learning fellowship at my institution. Through this part-time fellowship, I worked with engaged student partners to investigate ways to support students during resit periods and following academic interruption.
We conducted research, including focus groups and interviews, and collected quantitative data. Student input was crucial – students ran focus groups and gathered student perspectives. From this collaboration, we developed strategies to support students both institutionally through support mechanisms and individually by fostering self-efficacy. We presented our findings at national and international teaching and learning conferences, including Advance HE’s Assessment and Feedback Symposium 2024.
This experience strengthened my understanding of students’ evolving needs and how to encourage engagement. Working alongside students and other colleagues inspired me, further boosting my confidence and competence. As momentum built, I truly felt ‘unstuck’.
Embracing and adopting scholarship
Following my ITL fellowship, I was appointed Director of Education for my division (Psychology, Communication, and Human Neuroscience, University of Manchester). This role involves overseeing multiple programs and shaping teaching policies and practice.
While challenging, the position has allowed me to reflect more deeply on the scholarship of teaching and learning (SoTL), which provides a research-driven foundation for educational change. Engaging with pedagogical literature has helped challenge assumptions, introduce alternative teaching strategies and further refine my own academic approach. Beyond applying SoTL, I have embraced the responsibility of contributing to it – actively engaging and ‘moving’ with research that informs best teaching practices. Educators participating in SoTL help shape the future of education.
Overcoming barriers to change
Despite best intentions, shifting our teaching and learning mindset and practice can be difficult. Personal barriers – such as fear of failure or lack of knowledge – often prevent us from trying new approaches. Institutional barriers, including limited time, recognition or resources, can further inhibit change.
To overcome these challenges, institutions should value teaching as a scholarly activity. They must recognise teaching excellence and provide support mechanisms to encourage us to ‘move’ forward, take risks and innovate.
At an individual level, resilience, curiosity and a sense of purpose help sustain momentum. Engaging in reflection, collaboration and research has certainly helped me overcome these obstacles.
Becoming unstuck in higher education teaching is an ongoing process of reflection, experimentation and adaptation. It requires shifting from certainty to curiosity, from isolation to collaboration and from tradition to innovation. Most importantly, it requires believing that change is both possible and necessary to meet the needs of today’s learners. What strategies have you used to become unstuck?
Karen Lander is a Senior Lecturer and Director of Education at The University of Manchester. She is a cognitive psychologist with many years of teaching and educational leadership experience. Karen is a Senior Fellow, a member of the EuroSoTL network and has been involved with T&L projects on a wide range of topics including student engagement, digital inclusivity and assessment.
