Working beyond the core – influencing up and out through staff development

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1728

Keywords:

learning development, staff development, inclusive curriculum, disciplinary boundaries, student experience

Abstract

As learning developers, our professional backgrounds, support for students across disciplinary boundaries, and our ‘third space’ (Whitchurch, 2013) positioning afforded us a unique perspective on approaches to learning and teaching. We had been in a prime position to share this expertise with learning developer peers as well as colleagues in the library, careers and academic departments, helping to inform inclusive curriculum design and delivery and enhance students’ learning experience.

This workshop explored how involvement in staff development could help us bridge disciplinary and professional boundaries and act as an opportunity to extend our impact on students by sharing learning development principles and practice.

In this session, participants had the opportunity to:

  • reflect on their collective expertise and how this was relevant to other staff in their institutions.
  • review examples of development activities we had used with staff in diverse roles and explore how these might work or be adapted in their contexts.
  • discuss some of the potential challenges of being involved in staff development while maintaining a core focus on working with students.

This was a space for us to discuss activities based on our practice and consider their application within the working remits and structures within which we found ourselves (Webster, 2024). We also explored our potential to push beyond these, break down silos, and promote inclusive learning environments.

Author Biographies

Alison McKay, University of the West of England (UWE Bristol)

Alison McKay is a Senior Learning Developer at the University of the West of England (UWE Bristol), working with staff and students to embed academic literacy in programmes in the College of Health, Science and Society. She is motivated by fostering connections across departments and bringing out the best in others.

Tom Edge, University of the West of England (UWE Bristol)

Tom Edge is also a Senior Learning Developer at UWE Bristol, working to embed academic literacy in with the College of Arts, Technology and Environment. He is enthused by helping students find ways of learning that work for them, and facilitating their development as critical, curious and confident learners.

References

Webster, H. (2024) ‘Mapping learning development provision’, Rattus Scholasticus, 26 May. Available at: https://rattusscholasticus.wordpress.com/2024/05/26/mapping-learning-development-provision/ (Accessed: 19 September 2025.

Whitchurch, C. (2013) Reconstructing identities in higher education: the rise of ‘third space’ professionals. New York: Routledge.

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Published

30-09-2025

How to Cite

McKay, A., & Edge, T. (2025). Working beyond the core – influencing up and out through staff development. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1728

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2025 Journal of Learning Development in Higher Education

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