Guest Editorial

Kelly Louise Preece is the Head of Educator Development at the University of Exeter, where she oversees the Educator Development team and supports the Education Leadership Team in achieving the goals of the Education Strategy. With 15 years of experience in Higher Education, Kelly Louise has held roles as an academic, researcher, and researcher developer. She also directs the EduExe Framework, accredited by Advance HE, which includes the ASPIRE Professional Recognition Pathway and Learning and Teaching in Higher Education and Academic Professional programmes. From 2015 to 2022, she led the Researcher Development Programme for PGRs at Exeter, taking a holistic and inclusive approach. In 2022, she was awarded a National Teaching Fellowship for her outstanding support for postgraduate researchers. Kelly Louise’s interests are in doctoral education, online and blended learning, and wellbeing. She has published and presented widely on these topics.

James Anthony-Edwards is the University Librarian at the University of Exeter, where he leads the library and timetabling teams to enable education and research across the university. At Exeter, James leads the implementation of the library strategy, which aims to bring learning and research together and build community. James has spent most of his career in libraries in various sectors, leading charitable, public, and university libraries. This range informs his approach to his current role. He is the treasurer of SCONUL, the representative body for academic libraries in the UK and Ireland, and an incoming board member of Research Libraries UK. James’ interests are in innovation and strategy development and learning spaces. He co-leads Exeter’s learning spaces strategy group.

Eleanor Hodgson is a Senior Educator Developer, working with colleagues across the university to share, develop, and enhance education practice. As a third space professional herself, Eleanor’s experience in education for over 13 years spans different institutions and a varied portfolio of pedagogic experience through roles as a Study Skills Tutor, qualified teacher (Secondary Education), Graduate Teaching Associate, and both Associate Lecturer and Lecturer in her subject specialism (French). Eleanor has also held professional services roles as an Evaluation Specialist for the collaborative outreach consortium Next Steps South West and as Accreditation and Rankings Officer at Exeter’s Business School. This broad spectrum of experience has given Eleanor multiple lenses through which to understand the work of both academic and professional services colleagues. She draws on these in her role as Director of Exeter’s ASPIRE Professional Recognition Pathway, through which colleagues seek recognition of their education practice by gaining HEA fellowship.

Karen Kenny is a Senior Educator Developer at the University of Exeter, focusing on supporting academic personal tutoring across the institution. She is Chair of the UK Advising and Tutoring (UKAT) Curriculum Management Group and sits on the UKAT Professional Development Committee. Karen has worked in HE since 2008. She initially taught Accountancy, Management, and Economics before focusing on pedagogy, especially supporting academic colleagues to develop their practice. Karen works alongside her colleagues on the ASPIRE professional Pathway to support, mentor, and assess applicants for HEA fellowship. Prior to working at Exeter, Karen led a team delivering ‘HE in FE’ via a Foundation Degree in Business Administration and assessed and provided quality control to NVQ provision at a local FE college. She has a PhD in the educational experiences of children in care. Karen has a particular interest in improving educational outcomes for underrepresented students.

Rachel Sloan is an Employability and Careers Consultant at the University of Exeter, responsible for leading on employability programme delivery, skills development workshops, and providing one-to-one guidance on career decision making, including exploring self-employment. Rachel began her career in higher education as a Programme Officer, supporting educators in delivering employability training, before moving from ‘behind the scenes’ to the front of the classroom. As a third space professional herself, Rachel has long advocated for the recognition of Professional Services staff as educators, supporting colleagues in their roles.