Pragmatists or sellouts? The role of middle managers with responsibility for Learning Development

Abstract

This workshop explored some of the tensions related to the position of Learning Development within higher education institutes, specifically the role of ‘middle managers’ with responsibility for learning development. In some cases these managers will be current or former LDers or they may have a limited grasp of the intentions and principles of learning developers.

The impetus for this workshop was thinking about my own role and experiences, discussing issues with colleagues in similar roles elsewhere, and reflecting on whether one has to choose a ‘side’. While many managers find themselves agreeing with critiques of the marketised HE sector or problematic pedagogic processes, not engaging with institutional priorities is not an option. Moreover, one can find oneself making the case for how LD can contribute to the institution’s success in contentious exercises such as National Student Survey (NSS) or the Teaching Excellence Framework (TEF) or engaging with processes activities that do not fully align with LD principles to ensure that we are involved.  

This workshop was not about getting the tiny violins out and talking about how hard it is for managers. Instead, it aimed to encourage mutual understanding and looking at practical ways for managers to navigate institutional demands and LD principles, exploring the intersection of the community’s values, institutional pressures, sectoral issues and discussion of ‘what works’ within different institutions and contexts. At the end of the session, we shared and developed ideas and good practice about how we ‘play the game’ without compromising our principles, including suggestions for how managers can better represent their teams.