The LDHEN hive mind: Learning Development in UK higher education as a professional culture

The Learning Developer in higher education (HE) works with students to help them make sense of the language and practices of HE. It is a relatively new role and has grown in response to the Widening Participation agenda which has seen an increase in entry of 'non-traditional' students into...

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Autor principal:	Katharine Stapleford
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	Learning Development professional identity distributed communities of practice professional culture social identity Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/15d810553639436c97115a81d9bb1cdc
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id	oai:doaj.org-article:15d810553639436c97115a81d9bb1cdc
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spelling	oai:doaj.org-article:15d810553639436c97115a81d9bb1cdc2021-11-29T14:02:26ZThe LDHEN hive mind: Learning Development in UK higher education as a professional culture10.47408/jldhe.v0i16.5101759-667Xhttps://doaj.org/article/15d810553639436c97115a81d9bb1cdc2019-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/510https://doaj.org/toc/1759-667XThe Learning Developer in higher education (HE) works with students to help them make sense of the language and practices of HE. It is a relatively new role and has grown in response to the Widening Participation agenda which has seen an increase in entry of 'non-traditional' students into HE. Learning developers' job descriptions, employment contracts and institutional location vary between institutions and the role is often misunderstood across academia. There has long been discussion and debate within the learning development community regarding the professionalisation of the role and what this might look like. The literature in this area is sparse and to date consists of small-scale surveys of learning development practitioners with inconclusive findings. This study aims to contribute to our understanding of learning developer professional identity by analysing six months of discourse from the Learning Development in Higher Education Network (LDHEN) Listserv. This is explored through the lens of social identity theory and findings suggest that the learning development community functions as a professional culture based on collegiality, trust, shared values and a protected collective knowledge base. This attitudinal perspective of professional identity as professional culture is proposed as a more productive approach to the debate than more traditional interpretations of professionalism based on qualifications and formal training.Katharine StaplefordAssociation for Learning Development in Higher Education (ALDinHE)articleLearning Developmentprofessional identitydistributed communities of practiceprofessional culturesocial identityTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 16 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Learning Development professional identity distributed communities of practice professional culture social identity Theory and practice of education LB5-3640
spellingShingle	Learning Development professional identity distributed communities of practice professional culture social identity Theory and practice of education LB5-3640 Katharine Stapleford The LDHEN hive mind: Learning Development in UK higher education as a professional culture
description	The Learning Developer in higher education (HE) works with students to help them make sense of the language and practices of HE. It is a relatively new role and has grown in response to the Widening Participation agenda which has seen an increase in entry of 'non-traditional' students into HE. Learning developers' job descriptions, employment contracts and institutional location vary between institutions and the role is often misunderstood across academia. There has long been discussion and debate within the learning development community regarding the professionalisation of the role and what this might look like. The literature in this area is sparse and to date consists of small-scale surveys of learning development practitioners with inconclusive findings. This study aims to contribute to our understanding of learning developer professional identity by analysing six months of discourse from the Learning Development in Higher Education Network (LDHEN) Listserv. This is explored through the lens of social identity theory and findings suggest that the learning development community functions as a professional culture based on collegiality, trust, shared values and a protected collective knowledge base. This attitudinal perspective of professional identity as professional culture is proposed as a more productive approach to the debate than more traditional interpretations of professionalism based on qualifications and formal training.
format	article
author	Katharine Stapleford
author_facet	Katharine Stapleford
author_sort	Katharine Stapleford
title	The LDHEN hive mind: Learning Development in UK higher education as a professional culture
title_short	The LDHEN hive mind: Learning Development in UK higher education as a professional culture
title_full	The LDHEN hive mind: Learning Development in UK higher education as a professional culture
title_fullStr	The LDHEN hive mind: Learning Development in UK higher education as a professional culture
title_full_unstemmed	The LDHEN hive mind: Learning Development in UK higher education as a professional culture
title_sort	ldhen hive mind: learning development in uk higher education as a professional culture
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/15d810553639436c97115a81d9bb1cdc
work_keys_str_mv	AT katharinestapleford theldhenhivemindlearningdevelopmentinukhighereducationasaprofessionalculture AT katharinestapleford ldhenhivemindlearningdevelopmentinukhighereducationasaprofessionalculture
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The LDHEN hive mind: Learning Development in UK higher education as a professional culture

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