Higher recognition for learning developers: NTF and PFHEA discussion session

Authors

DOI:

https://doi.org/10.47408/jldhe.vi29.1131

Keywords:

recognition, professional development, progression

Abstract

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!

Author Biographies

Carina Buckley, Southampton Solent University

Carina Buckley is currently Instructional Design Manager at Solent University and a Principal Fellow of AdvanceHE. She is a strategic leader, committed to advancing the principles of emancipatory practice and partnership working, between staff and students and between colleagues. An active advocate for LD institutionally, regionally, nationally and internationally, Carina has held posts as Co-Chair and Treasurer for the Association for Learning Development in HE (ALDinHE) and is a prolific author, editor and collaborator.

Debbie Holley, Bournemouth University

Debbie Holley is Professor of Learning Innovation at Bournemouth University, where she leads innovation in research, teaching and professional practice within the Department of Nursing Sciences. As National Teaching Fellow and Principal Fellow of AdvanceHE she is a passionate educator, with research interests in digital frameworks and the affordances of technologies such as Augmented Reality, Virtual/Immersive Realities and Mobile Learning. She has just completed a body of work on digital health, security and wellbeing with EU colleagues as part of the work to revise the EU Digital Competence framework (DIGICOMP).

References

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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Published

31-10-2023

How to Cite

Buckley, C. and Holley, D. (2023) “Higher recognition for learning developers: NTF and PFHEA discussion session ”, Journal of Learning Development in Higher Education, (29). doi: 10.47408/jldhe.vi29.1131.

Issue

No. 29 (2023): Special Edition, ALDinHE Conference Collaborative Proceedings

Section

Conference Proceedings

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