Who are we? An autoethnographic investigation into professional role identity of the Learning Developer

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1430

Keywords:

professional identity, community of practice, values

Abstract

This presentation was based on a proposed small-scale research project which aimed to investigate how a small team of Learning Developers (six) feel about their professional identity, and whether the job title of Academic Skills Advisor (ASA) at Edge Hill University has accurately reflected their combined experience and professional standing. This research project was designed to be undertaken within the Student Engagement Team Community of Practice (SETCoP) and had been identified as a useful chance to explore the Learning Development (LD) skills base through the practice of collaborative autoethnography (Chang, 2022). Eyre and Slawson (2018) recognise that self-descriptions enable Learning Developers to maintain control over defining the value of LD practice. This research project employs a qualitative research approach to investigate whether participants’ self-identify matches with the given job title. Ethical approval was sought internally within Edge Hill University. Thus, this presentation also highlighted the readiness of the professional role identity of the Learning Developer team and how they managed to build inclusive LD space within their Community of Practice in order to connect socially, emotionally, and physically. They also discussed how they planned for data gathering and evaluating the collective feelings of the ASAs to reflect the impacts of the evolution of the job title as an LD role which enabled them to show their identity, practices, values, and status.

Author Biographies

Helen Briscoe, Edge Hill University

Helen Briscoe has supported students in Higher Education Institutions for 24 years. She currently works as an Academic Skills Advisor at Edge Hill University, delivering academic writing support through embedded teaching sessions, workshops, webinars, and one-to-one appointments. Helen has also worked as a Learning Facilitator, mentoring students with a range of complex physical and mental health needs. Helen is passionate about creating interactive resources and has recently developed an Academic Reading Toolkit to support students. Alongside her BA, MSc and PGCTHE qualifications, Helen is also a Fellow of the Higher Education Academy and was awarded ALDinHE Certified Practitioner status in 2023.

Claire Olson, Edge Hill University

Claire Olson is a Senior Academic Skills Advisor at Edge Hill University. For over 20 years, Claire has had a variety of roles within Museums and Galleries, further education and most recently in higher education. Having joined Edge Hill University in 2016, Claire currently teaches and supports students with their academic writing via embedded sessions, workshops and one-to-one appointments. Claire holds a BA in Art History, an MA in Museum Studies, a Postgraduate Certificate in Teaching in Higher Education, and is a Fellow of the Higher Education Academy. Claire was also awarded ALDinHE Certified Leading Practitioner status in 2023.

References

Buckley, C., Syska, A. and Heggie, L. (2024) ‘Grounded in liquidity: writing and identity in third space’. London Review of Education, 22 (1), 26. Available at: https://doi.org/10.14324/LRE.22.1.26

Chang, H. (2022) ‘Individual and collective autoethnography for social science research’, in T. E. Adams, S. L. H. Jones and C. Ellis (eds.) Handbook of Autoethnography. New York: Routledge, Taylor & Francis, pp. 53-65.

Eyre, J. and Slawson, T. (2018) ‘Dramatising learning development: towards an understanding without definition’. Journal of Learning Development in Higher Education, Special Edition: ALDinHE Conference 2018, pp.1-15. Available at: https://doi.org/10.47408/jldhe.v0i0.472

Pratt, M.L. (1998) ‘Arts of the contact zone’, in V. Zamel and R. Spack (eds.) Negotiating academic literacies. Routledge, pp. 171-185.

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Published

31-10-2024

How to Cite

Briscoe, H. and Olson, C. (2024) “Who are we? An autoethnographic investigation into professional role identity of the Learning Developer”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1430.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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