Driving learning development professionalism forward from within

Current conceptions view professions as negotiable, transient territories which are shaped by the discourses that describe them. The voices which influence how a profession evolves arise from both within and outside it. Theories on professionalism have been rigorously applied to teaching and academ...

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Autor principal:	Ian Paul Johnson
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2018
Materias:	Learning development professionalism identity perceptions working practices academic literacies Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/b232678d36d5448cbea36f3a9139d6c0
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spelling	oai:doaj.org-article:b232678d36d5448cbea36f3a9139d6c02021-11-29T14:02:47ZDriving learning development professionalism forward from within10.47408/jldhe.v0i0.4701759-667Xhttps://doaj.org/article/b232678d36d5448cbea36f3a9139d6c02018-10-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/470https://doaj.org/toc/1759-667X Current conceptions view professions as negotiable, transient territories which are shaped by the discourses that describe them. The voices which influence how a profession evolves arise from both within and outside it. Theories on professionalism have been rigorously applied to teaching and academia. Learning Development exists within both spheres, yet its complex growth patterns have resulted in a fragmented and less theorised sense of professional identity. The rationales which create and fund Learning Development roles lean towards a model of fixing ‘deficits’ in students and their work; meanwhile, Learning Development’s professional association, ALDinHE, rejects those same deficit premises. In this article, using a theoretical framework and terminology from Evans (2008; 2011), I analyse the differences between those states of professionalism ‘demanded of’ and ‘enacted by’ Learning Developers. By coding various external and internal documents which frame job roles, I deduce how the two ‘professionalisms’ interact to resolve their inherent tensions; I identify a point of coalescence around Learning Development as a niche for mediation and demystification. I also explore how Learning Developers believe their profession can best evolve and sustain, via community-internal voices in literature and a survey of 14 ALDinHE members. Findings suggest that Learning Development remains a unique and valued activity, to which professional identity is attached. However, a precise sense among the ALDinHE community of what ‘equals’ a professional Learning Developer remains debated. More coherent is the community’s wish to see its values (Learning Development) permeate across the wider higher education landscape. Ian Paul JohnsonAssociation for Learning Development in Higher Education (ALDinHE)articleLearning developmentprofessionalismidentityperceptionsworking practicesacademic literaciesTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Learning development professionalism identity perceptions working practices academic literacies Theory and practice of education LB5-3640
spellingShingle	Learning development professionalism identity perceptions working practices academic literacies Theory and practice of education LB5-3640 Ian Paul Johnson Driving learning development professionalism forward from within
description	Current conceptions view professions as negotiable, transient territories which are shaped by the discourses that describe them. The voices which influence how a profession evolves arise from both within and outside it. Theories on professionalism have been rigorously applied to teaching and academia. Learning Development exists within both spheres, yet its complex growth patterns have resulted in a fragmented and less theorised sense of professional identity. The rationales which create and fund Learning Development roles lean towards a model of fixing ‘deficits’ in students and their work; meanwhile, Learning Development’s professional association, ALDinHE, rejects those same deficit premises. In this article, using a theoretical framework and terminology from Evans (2008; 2011), I analyse the differences between those states of professionalism ‘demanded of’ and ‘enacted by’ Learning Developers. By coding various external and internal documents which frame job roles, I deduce how the two ‘professionalisms’ interact to resolve their inherent tensions; I identify a point of coalescence around Learning Development as a niche for mediation and demystification. I also explore how Learning Developers believe their profession can best evolve and sustain, via community-internal voices in literature and a survey of 14 ALDinHE members. Findings suggest that Learning Development remains a unique and valued activity, to which professional identity is attached. However, a precise sense among the ALDinHE community of what ‘equals’ a professional Learning Developer remains debated. More coherent is the community’s wish to see its values (Learning Development) permeate across the wider higher education landscape.
format	article
author	Ian Paul Johnson
author_facet	Ian Paul Johnson
author_sort	Ian Paul Johnson
title	Driving learning development professionalism forward from within
title_short	Driving learning development professionalism forward from within
title_full	Driving learning development professionalism forward from within
title_fullStr	Driving learning development professionalism forward from within
title_full_unstemmed	Driving learning development professionalism forward from within
title_sort	driving learning development professionalism forward from within
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2018
url	https://doaj.org/article/b232678d36d5448cbea36f3a9139d6c0
work_keys_str_mv	AT ianpauljohnson drivinglearningdevelopmentprofessionalismforwardfromwithin
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Driving learning development professionalism forward from within

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