Career Development for Technical Professionals

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Explore video libraries, toolkits, and resources featuring case studies on technical careers, mid-career apprenticeships, and building recognition for technicians.
Three projects from the Career Pathways Action Group (CPAG) developed these resources to help technical professionals take ownership of their career development.
Exploring technical careers
Mid-career apprenticeships
Technical Recognition

Exploring Technical Careers

There are many ways for technical staff to take control of their own development and to be proactive about managing their careers. Our technical careers video library showcases some of the amazing and varied career paths which technical staff could take and offers ideas, insights and advice. Our career conversations workbook offers technicians hints and tips about having an effective career conversation with their managers.

Read more about this project:

Project title: Exploring Technical Careers

Collaboration between: Cranfield University, Liverpool John Moores University, Science & Technology Facilities Council, and ITSS.

Challenge: Technical staff often lack access to structured support for career development, leaving many unsure of how to navigate progression or articulate their ambitions. Without the right tools or guidance, meaningful career conversations between technicians and their managers can be difficult to initiate, limiting opportunities for growth.

Approach: Drawing on shared experiences across our institutions, we mapped the gaps in existing career development support for technical staff, before collaboratively developing three practical resources that we each piloted locally.

Outcomes: We created a library of nine short videos featuring technicians sharing their roles and career journeys, designed to inspire and engage technical staff across the sector. Alongside this, two career conversations workbooks, one supporting technicians, and the other equipping managers and colleagues to guide technicians through their career choices.

Impact: Initial pilots of the videos and workbooks were well-received by technical staff and managers, demonstrating clear appetite for this kind of structured career development support across the sector.

Lessons learned: Career conversations don’t need to be complex, but they do need dedicated time and space to be meaningful. When introducing these resources, consider how they can complement and integrate with existing institutional guidance, such as appraisal frameworks, rather than sitting alongside them as separate tools. The closer they are embedded into familiar processes, the more likely they are to be used.

Part of themes: Career Development for Technical Professionals and Technical Talent Management

Explore Technical Talent Management resources:

  • Career conversations for managers
Technician career stories videos:
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Angie Garrod - Technical Manager

Angie began her career as a lighting technician, later freelancing in community arts and theatre. Her hands-on technical experience led to opportunities in teaching and eventually into technical management within the Screen School at Liverpool John Moores University.

She emphasises how transferable technical skills such as problem solving, creativity, and project experience supported her progression from theatre technician to technical manager.

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Hannah Charlotte‑Smith - Senior Technician
Hannah, senior technician at Cranfield University, progressed through a technical apprenticeship working with algae for wastewater treatment. She developed key professional skills along the way, including confidence, and clarified what she wanted from her career.
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Jane Hubble - Head of Technical Services
Jane began as a research technician at Cranfield University and progressed into increasingly senior technical and management roles. She has managed department expansions, building changes, and restructures, and has supported the development of shared facilities.
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John Thrower - Technical Operations Manager
John, technical operations manager at Cranfield University, started as a wind tunnel technician, later moving into robotics, welding, and manufacturing centres, progressing into lab management and ultimately technical services leadership. He draws inspiration from colleagues and family members who worked in technical roles. 
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Joshua Dawes - Senior Software Engineering Manager
Joshua works in a central scientific facility at STFC, supporting software for scientific experiments and beam time. Enjoying working with people led him to transition from research into management, focusing on project delivery and team wellbeing. 
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Katie Mordecai - Senior Mechanical Technician
Katie, senior mechanical technician at STFC, completed a mechanical engineering apprenticeship, worked across multiple sites, and explored different areas of the sector. She chose a technician pathway and progressed from junior to senior technician roles. She values the variety, practical work, and hands‑on problem solving.
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Mark Power - Vice-Chancellor
Mark began his career as a senior technician in The Arts school before progressing to technical manager and then technical services manager, overseeing a large team of technicians. His career changed direction when he moved into the role of Divisional Secretary, where he discovered a strong interest in university wide operations and strategic management. 

A key part of Mark’s progression was his willingness to take on development opportunities whenever they were offered- including leadership training, strategic projects, and transformation work. These opportunities helped him build the skills and confidence needed for senior leadership roles and ultimately shaped his path to becoming Vice‑Chancellor at Liverpool John Moores University. 

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Peter Shum - Senior Research Officer
Peter, senior research officer at Liverpool John Moores University, started as a physicist, moved into marine biology, and completed several postdocs before developing a career as a research technical professional. His motivation comes from supporting researchers, enabling scientific progress, and learning from technical professionals with backgrounds in areas like genetics. 
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Vladimir Garamin - Software Engineer
Vladimir, software engineer at STFC, started as a degree‑level apprentice, working across multiple departments in web development, outreach, and information systems. He now supports account systems, verification processes, and data security. He credits his development to strong support from managers and team leaders. 
Workbook

Mid-Career Apprenticeship

This project raises awareness of apprenticeships as a strategic workforce development tool. Current opportunities and barriers are explored in these short videos featuring technical professionals who share their lived experiences of taking mid-career apprenticeships. These stories highlight practical solutions and successes, encouraging institutions to invest in existing talent and strengthen technical capability.

Read more about this project:

Project Title: Mid-Career Apprenticeships

Collaboration between: University College London (UCL), De Montfort University (DMU), King’s College London (KCL), and ITSS.

Challenge: Mid-career technicians are often overlooked for structured career development. Apprenticeships, widely seen as entry-level pathways, remain underused for upskilling experienced staff – especially in higher education and research. This limits opportunities for technicians to refresh, expand, and future-proof their skills in a rapidly evolving technical landscape.

Approach: This project raises awareness of apprenticeships as a strategic workforce development tool. We explored current opportunities, identified barriers, and created short videos featuring technical professionals who share their lived experiences of taking mid-career apprenticeships. These stories highlight practical solutions and success cases, encouraging institutions to invest in existing talent and strengthen technical capability.

Outcomes: We produced a video series showcasing the real experiences of mid-career apprentices, alongside a PDF resource which provides practical insights for both technicians and managers. The result is an increased awareness of apprenticeships as a credible and valuable route for professional development at any career stage.

Impact: For institutions, the project supports the Technician Commitment and strengthens research capabilities, while enhancing internal mobility, succession planning, and alignment with REF, TEF, and KEF goals. For individuals, mid-career apprenticeships offer a structured, nationally recognised route to upskill or reskill.

Lessons learned: One of the key insights from this project is that there are still wide-spread misconceptions around mid-career apprenticeships, with many still viewing them as entry-level pathways. Clearer communication and real-life advocacy are essential to shifting this perception.

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De Montfort University Case Study
Discover how Michaella from DMU School of Design transformed her practice through a mid-career apprenticeship. Along the way, she built her confidence, expanded her network and unlocked new opportunities beyond the learning itself.
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Techie Talk with Giovanna Vinti (Webinar)
Giovanna, UCL, offers a reflective account of the impact a mid-career apprenticeship had on her professional journey. She candidly shares both the hurdles and the rewards of balancing study with a demanding role.

Her story illustrates how mid-career apprenticeships can be a powerful catalyst for long-term career growth and reinvention.

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UCL Case Study: Part 1
Alison and Morgan from UCL share an honest account of completing their mid-career apprenticeship, what it really involves, the tangible benefits it brings, and the impact it has had on their current roles.
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UCL Case Study: Part 2
Simon from UCL reflects on how his mid-career apprenticeship helped him develop a deeper understanding of his role. He highlights how the apprenticeship strengthened his ability to support and motivate others, enabling him to get the best out of his team.
Mid-Career Apprenticeships: Further Resources

A practical resource for technical staff and their managers exploring mid-career apprenticeships as a route to professional development.

Drawing on current data and sector insights, it addresses common misconceptions, outlines the steps to getting started, and signposts further resources, helping both staff and managers navigate the apprenticeship landscape with confidence.

PDF preview

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Technical Recognition

This project addresses two key challenges facing technicians within the sector: the limited visibility of the critical role technicians play in institutional success, and the ongoing professional development and recognition of technical staff. By surfacing these issues and offering practical routes forward, the project supports technical staff in navigating their development, gaining recognition, and building confidence in the value they bring to their institutions.

Read more about this project:

Project title: Technical Recognition

Collaboration between: Queen’s University Belfast, Newcastle University and Nottingham Trent University.

Challenge: Technical staff play a critical role in higher education, yet their contributions are often underrecognised, both in terms of institutional visibility and structured professional development. Compounding this, technicians work across a wide range of disciplines, each with distinct accreditation pathways and routes for formal recognition. This breadth makes it difficult for individuals to navigate development requirements and, in some cases, to access the right resources and support.

Approach: As a group, we undertook research into the support already available for technical staff in terms of recognition opportunities, alongside gathering qualitative data and feedback on their perceptions of recognition.

Outcome: We created three structured resources designed to enhance sector-wide recognition of technicians and the work they undertake, including a recognition toolkit for technical staff, a blueprint for an online technician community, and a ‘buddy builder’ for technical managers.

Impact: The overall impact that we expect from these resources are that they encourage staff to pursue professional recognition and accreditation. Our resources enable viewers to enhance their career development, promoting peer-to-peer support and knowledge sharing.

Part of themes: Career Development for Technical Staff and Technical Talent Management

Explore Technical Talent Management resources:

  • Buddy Builder
  • Online Technician Community
Recognition Toolkit for Technicians

The Recognition Toolkit gives technical staff a practical, accessible resource to formally recognise contributions and achievements, with on-demand materials and guidance designed to promote and embed meaningful recognition across the sector.

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