Section Editorial: Supporting staff through change

Authors

DOI:

https://doi.org/10.47408/jldhe.vi22.844

Author Biography

Cathy Malone, Middlesex University

Associate Professor Learning Enhancement at Middlesex University where she leads the Learning Enhancement Team. With a background in TESOL, she has published on academic literacy development in HE and associated embedded learning development initiatives, and has a particular interest in working collaboratively with students and uses of feedback to drive learning.

References

Anderson, V. (2020) ‘A digital pedagogy pivot: re-thinking higher education practice from an HRD perspective’, Human Resource Development International, 23:4, 452-467, https://doi.org/10.1080/13678868.2020.1778999.

Averill, R., and Major, J. (2020) ‘What motivates higher education educators to innovate? Exploring competence, autonomy, and relatedness – and connections with wellbeing’, Educational Research, 62:2, 146-161, https://doi.org/10.1080/00131881.2020.1755877.

Kovarovic, K., Dixon, M., Hall, K., and Westmarland, N. (2021) ‘The impact of Covid-19 on mothers working in UK Higher Education Institutions’, Report for Research England https://www.dur.ac.uk/resources/lets.network/MothersinHEandCovid-19ReportbyMAMSNetworkJune2021.pdf (Accessed 22 October 2021).

Robinson, S. (2020) ‘A global reset of education’, Prospects 49,7-9, https://doi.org/10.1007/s11125-020-09493-y.

Wenger, E. (1999) Communities of Practice: learning, meaning, identity. Cambridge, CUP.

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Published

29-10-2021

How to Cite

Malone, C. (2021) “Section Editorial: Supporting staff through change”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.844.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Supporting staff through change

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