Advocating for Learning Development
DOI:
https://doi.org/10.47408/jldhe.vi37.1776Keywords:
learning development, professional identity, embedding academic literacies, organisational structuresAbstract
Learning Development (LD) is positioned in different locations dependent on the institution. LD at the University of Northampton (UON) is part of the Learning Teaching Enhancement team within Library, Learning, and Student Services. Embedding academic skills into programmes seems to be a common practice and has demonstrated impact on student confidence, belonging and retention (Minogue et al., 2018).
Being within a Professional Services department our team aligns with specific programmes within Faculties. In most cases, the LD tutor who liaises with the programme team has no expertise in the subject specific aspects of the programme. We seem to thrive in some departments with our colleagues enthusiastic about our endeavours. Yet, we struggle in others to establish meaningful collaboration despite continuous and persistent efforts.
This mini keynote will outline how UON advocates and negotiates our service and the positives and challenges of this work. The following questions will be discussed:
1) Where does your institution position Learning Development?
2) What strategies are effective in advocating your provision to colleagues and students?
3) How do you overcome challenges you face?
References
Buckley, C. (2024). ‘Leadership as a situated practice: Critical connections and liberated networks’, Journal of University Teaching and Learning Practice, 21(10). https://doi.org/10.53761/qnd8hj03
Hood, S. (2023).’ Succeeding at Learning Development’. In Syska, A. and Buckley, C. (eds.) How to be a Learning Developer in higher education: Critical perspectives, community and practice. Routledge. pp. 195-202, http://dx.doi.org/10.4324/9781003433347-27
Minogue, L., Murphy, C. and Salmons, K. (2018) ‘Embedding learning development; a model for collaborative practice’, Journal of Learning Development in Higher Education, (13). doi: 10.47408/jldhe.v0i13.443.
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