The National Framework Agreement establishes the principle that those of us with a teaching role are lecturers (part-time or otherwise). A good number of those of us on this list have, like myself, come via EAP / TEFL where the phrase 'tutor' has been empoyed as a job title as a means of establishing an artificial distinction between teachers as lecturers and teachers as tutors. We need to hang on to what we have gained here.
I would echo Sandra's point that how staff within the field are percieved by (other) academic staff has a profound impact upon how our role and work is understood.
Writing Centre Coordinator
Liverpool Hope University
Liverpool L16 9JD
Tel. 0151 291 3938
>>> John Hilsdon <[log in to unmask]> 01/08/08 9:11 am >>>
Dear Sandra, Maureen and all ... briefly - would that we COULD all call ourselves lecturers or tutors - for many of us it is not an option because of our contracts! My "boss" has to all intents and purposes 'forbidden' the use of the 't' word in our work .... I am a lecturer but the rest of my team are not on academic contracts .... we are still struggling with this ....
Sandra Sinfield wrote:
>At London Met we are Lecturers or Senior Lecturers in Learning Development (Study & Academic Skills).
>We could also have (Maths & ICT), but we have not been granted the resource for such a post yet.
>There is also the possibility for us to become Principal Lecturers or Academic Leaders in Learning Development.
>I would urge the use of Lecturer as it potentially has more weight with other academic staff who unfortunately still tend to send their >students to Learning Development 'because they can't write ...to be fixed' (Mitchell) Best Sandra Sinfield
Maureen Preece wrote:
> Hello All
> Whilst I would be happy with 'Learning Advice' for a service name, it
> has been suggested in the past that it may be better not to have the
From: John Hilsdon
Sent: 19 December 2007 02:17
To: Learning List ([log in to unmask])
Subject: What we are called - and our international voices ...
Here's hoping to provoke some thought and mulling over - perhaps along with a seasonally festive glass of mulled wine ... ?
I have had the privilege to be in New Zealand over the last month and, along with having a really fabulous holiday, have met lots of colleagues in the Learning Development field here. I've taken part in some very interesting discussions and meetings both at the ATLAANZ conference (see http://www.atlaanz.org/ ) and at several HE institutions I've visited.
Many of the debates, issues and research interests we pursue through our roles and via LDHEN / ALDinHE and the LearnHigher CETL, are being similarly pursued in NZ - and my impression is that LD work in NZ is often better established and more advanced than in the UK.
One thing of the things that has struck me whilst here is that, although the phrase 'Learning Development' is used (and has been fought for in very much the same way that we have fought for it above terms such as 'Learning Skills' in the UK) the terms 'learning advisor' and 'learning advice' are more often used as a job and/or unit/service titles.
Whilst my view remains strongly that our work and our field of practice, study and research is best described as Learning Development, nonetheless, from a student point of view - and indeed from the point of view of academics and others outside of our own profession, it may be that 'learning advice' and 'learning advisor' are more readily understood and helpful phrases.
Many of you will also be aware of the Australian and American groups and organisations with similar interests to our own: In Australia there is the Association for Academic Language and Learning (AAL - see http://aall.anu.edu.au/) and the forum 'Unilearn' (https://academicskills.anu.edu.au/las2005/homepage/unilearn.pdf ) and the US has the National Academic Advising Association (NACADA - http://www.nacada.ksu.edu/ ). All of these groups have longer histories than LDHEN - though I think I am right in saying that ours has been the most active and widely participated in discussion list in the field since about 2005.
In most of the institutions represented in the Australian, NZ and US groups, the terms learning 'advice' and 'advisor' are pretty common. In the first instance, I'd welcome hearing what folks think about the 'advise' 'advice' / advisor' word(s). (I prefer Learning Advisor to Academic Advisor, I must say.)
More broadly, I am interested in fostering closer links with our sister/brother groupings abroad - and at ATLAANZ some of us discussed the possiblilty of working towards a joint international conference in future. We clearly have many of the same concerns - especially around how students experience and make sense of learning; and with the increasing globalisation and commodification of higher (or tertiary) education, we face some of the same risks - eg de-skilling (non-academic contracts); out-sourcing of our work under the guise of 'restructures' and 'efficiencies'; substitution of poorly conceived 'e-learning' or 'independent' learning for well-resourced learning development and advice programmes ...
At least one of our NZ colleagues (Fe Day from Auckland University of Technology) is planning to attend the ALDinHE Symposium on March 17th and 18th at the University of Bradford - so we should be able to take things further there.
Food for thought? I hope you all enjoy a break over Christmas and look forward to hearing more of your thoughts in 2008 - and to seeing as many of you as possible in Bradford in March!
All the best
Coordinator, Learning Development
Chairperson of the Association for Learning Development in Higher Education (ALDinHE): http://www.aldinhe.ac.uk/
University of Plymouth