Academic language and learning development practitioners’ access to professional development, recognition and promotion pathways: an international case study

Authors

DOI:

https://doi.org/10.47408/jldhe.vi40.1836

Keywords:

learning development practitioner, academic language practitioner, professional development, professional recognition, internal promotion

Abstract

Since 2015, there has been an expansion of professional development, recognition, and internal promotion opportunities open to Academic Language and Learning Development (ALLD) practitioners (Briggs, 2023; Briggs, 2025). However, limited information, beyond informal and often anecdotal community reporting, is available to inform what factors inhibit or facilitate access to such opportunities. This is concerning because it prohibits evidence-based interventions that aim to address inequalities of opportunity. This international study therefore sought to establish personal, institutional, national, and/or international factors associated with ALLD practitioners (n=92) reporting access to professional development, recognition, or internal promotion pathways. Several trends were identified, including country influence on access to professional recognition and contract type influence on access to internal promotion pathways. Implications of findings are considered in terms of how ALLD practitioners might be best supported by corresponding professional associations in terms of their career development and progression.

Author Biographies

Steve Briggs, University of Bedfordshire

Steve Briggs is Director of Learning, Teaching, and Libraries at the University of Bedfordshire, UK. Steve is a former co-chair of the Association for Learning Development in Higher Education (ALDinHE) and currently a member of the Committee for the Association of National Teaching Fellows. He is a Chartered Psychologist, National Teaching Fellow (2020), and Principal Fellow of Advance HE (PFHEA).

Ralitsa Kantcheva, University of Bedfordshire

Ralitsa Kantcheva is Senior Learning Development Tutor at the University of Bedfordshire. She is a co-chair of the Association for Learning Development in Higher Education’s (ALDinHE) Research Community of Practice and an active member of the Communities ALDinHE Working Group. Ralitsa is also a Senior Fellow of Advance HE (SFHEA).

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Published

25-06-2026

How to Cite

Briggs, S., & Kantcheva, R. (2026). Academic language and learning development practitioners’ access to professional development, recognition and promotion pathways: an international case study. Journal of Learning Development in Higher Education, (40). https://doi.org/10.47408/jldhe.vi40.1836

Issue

No. 40 (2026)

Section

Case Studies

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