Promoting Learning Development as an Academic Discipline

Over the past 10 years, Learning Development has become an established practice in many UK universities. Whilst this practice is generally understood and valued by students, its associated epistemology and community of practice is generally not perceived as an academic discipline in its own right b...

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Autor principal:	Peter Samuels
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2013
Materias:	Disciplinarity Learning Development Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/acdd2c882bdf4e61a47f88c8d1340a70
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spelling	oai:doaj.org-article:acdd2c882bdf4e61a47f88c8d1340a702021-11-29T14:04:01ZPromoting Learning Development as an Academic Discipline10.47408/jldhe.v0i5.1461759-667Xhttps://doaj.org/article/acdd2c882bdf4e61a47f88c8d1340a702013-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/146https://doaj.org/toc/1759-667X Over the past 10 years, Learning Development has become an established practice in many UK universities. Whilst this practice is generally understood and valued by students, its associated epistemology and community of practice is generally not perceived as an academic discipline in its own right by other academics, managers or policy makers. Recently, there has been a move within the Learning Development community to address the challenge of enabling it to discover its Ã¢â¬Ëvoice' as a discipline within the conversation of disciplines. In addition, the current economic climate makes it desirable for the Learning Development community to organise and promote itself as a research-informed discipline so that its professional practice will not be over-embedded or absorbed within faculties to the detriment of students. Firstly, we consider the current level of maturity of the practice of Learning Development in the UK. Secondly, we explore ways in which the Learning Development community might move forward by considering three case studies of disciplinarity: two external to Learning Development, namely Communications Theory and Educational Development; and one internal to it, namely Mathematics Support. Thirdly, with reference to data provided at a workshop on this subject, we apply relevant approaches identified in these case studies to Learning Development. Finally, Learning Development's progress towards the status of a discipline is discussed in comparison with the other case studies. Peter SamuelsAssociation for Learning Development in Higher Education (ALDinHE)articleDisciplinarityLearning DevelopmentTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 5 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Disciplinarity Learning Development Theory and practice of education LB5-3640
spellingShingle	Disciplinarity Learning Development Theory and practice of education LB5-3640 Peter Samuels Promoting Learning Development as an Academic Discipline
description	Over the past 10 years, Learning Development has become an established practice in many UK universities. Whilst this practice is generally understood and valued by students, its associated epistemology and community of practice is generally not perceived as an academic discipline in its own right by other academics, managers or policy makers. Recently, there has been a move within the Learning Development community to address the challenge of enabling it to discover its Ã¢â¬Ëvoice' as a discipline within the conversation of disciplines. In addition, the current economic climate makes it desirable for the Learning Development community to organise and promote itself as a research-informed discipline so that its professional practice will not be over-embedded or absorbed within faculties to the detriment of students. Firstly, we consider the current level of maturity of the practice of Learning Development in the UK. Secondly, we explore ways in which the Learning Development community might move forward by considering three case studies of disciplinarity: two external to Learning Development, namely Communications Theory and Educational Development; and one internal to it, namely Mathematics Support. Thirdly, with reference to data provided at a workshop on this subject, we apply relevant approaches identified in these case studies to Learning Development. Finally, Learning Development's progress towards the status of a discipline is discussed in comparison with the other case studies.
format	article
author	Peter Samuels
author_facet	Peter Samuels
author_sort	Peter Samuels
title	Promoting Learning Development as an Academic Discipline
title_short	Promoting Learning Development as an Academic Discipline
title_full	Promoting Learning Development as an Academic Discipline
title_fullStr	Promoting Learning Development as an Academic Discipline
title_full_unstemmed	Promoting Learning Development as an Academic Discipline
title_sort	promoting learning development as an academic discipline
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2013
url	https://doaj.org/article/acdd2c882bdf4e61a47f88c8d1340a70
work_keys_str_mv	AT petersamuels promotinglearningdevelopmentasanacademicdiscipline
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Promoting Learning Development as an Academic Discipline

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