Higher recognition for learning developers: NTF and PFHEA discussion session
Keywords:recognition, professional development, progression
Although it might sometimes seem as though PFHEA and NTF are high-level and strategic forms of recognition for those working in high-level and strategic positions, this is not necessarily the case, and both have been achieved by an ever-increasing number of Learning Developers. Join us in this session if either of these is something you’ve been mulling over or a goal you’ve set yourself, and we will outline what’s involved in writing an application, share with you the kinds of evidence we used in our own applications, explore how you can meet the requirements, and hopefully answer your questions about how you might proceed. Aim high!
Advance HE (2023) NTFS Allyship Scheme, Advance HE. Available at: https://www.advance-he.ac.uk/awards/teaching-excellence-awards/national-teaching-fellowship/allyship-scheme (Accessed 8 September 2023).
McIntosh, E. and Nutt, D. (eds.) (2022) The impact of the integrated practitioner in higher education: studies in third space professionalism. Abbingdon: Taylor & Francis.
Webster, H. (2022) ‘Supporting the development, recognition, and impact of third space professionals’, in McIntosh, E. and Nutt, D. (eds.), The impact of the integrated practitioner in higher education: studies in third space professionalism. Abbingdon: Taylor & Francis.
Whitchurch, C. (2008) ‘Shifting identities and blurring boundaries: the emergence of third space professionals in UK higher education’, Higher Education Quarterly, 62(4), pp.377-396. https://doi.org/10.1111/j.1468-2273.2008.00387.x.
Whitchurch, C. (2015) ‘The rise of third space professionals: paradoxes and dilemmas’, in Teichler, U. and Cummings, W. C. (eds.), Recruiting and managing the academic profession. Dordrecht: Springer, pp.79-100.
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