Dr Pamela Hatton holds a PhD in Psychology, specialising in work and educational stress. Working with diverse cultures, languages and differing socio-economic backgrounds, her General Practice work covers all aspects of health and wellbeing, individual behaviours, and functioning.
Her main focus lies in behavioural education and mindset change in both the learning and work environments.
Having participated in many projects, empowering the ‘person inside’ is a key feature of her work – providing guidance, promoting metacognition, and in the development of both critical thinking skills and lifelong learning practices. She is also adept with knowledge co-creation.
Beyond the Checklist: A Psychological Perspective on Academic Progression
Higher Education career frameworks often rely heavily on quantifiable metrics – such as publication counts, grant capture, and teaching metrics – to gauge readiness for promotion. However, professional progression is ultimately a human and behavioural process, requiring academics to navigate significant identity shifts, increased responsibility, and heightened cognitive demands. Without adequate psychological support, these transitions can trigger imposter dynamics, burnout, and reduced engagement, diluting the impact of institutional Continuing Professional Development (CPD) initiatives.
This presentation examines academic progression through the lens of behavioural science and educational psychology. By integrating key principles such as Bandura’s self-efficacy, Deci and Ryan’s Self-Determination Theory, and Edmondson’s psychological safety, we explore the internal drivers that enable staff to thrive. We will gain insight into how institutional scaffolding can move beyond administrative compliance to foster genuine agency, resilience, and sustained performance across every stage of the academic career.
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