Announcements

We are delighted to announce that Issue 30 of the Journal of Learning Development in Higher Education has now been released and is free to access here: https://journal.aldinhe.ac.uk/index.php/jldhe/issue/view/45.From the Editorial: ‘We can’t all be Marco Polo or Freya Stark but millions of us are travellers nonetheless’, Martha Gellhorn writes in the opening to her wonderful book, Travels with Myself and Another. While her collection of stories is packed with exhilarating ‘horror journeys’ across the dangerous world, in comparison, most of our daily professional travels are relatively dull and uneventful. We are certainly not risking our lives on the front lines or taking treacherous trips into the depths of […]

Dear LD Community, A bumper 122-page issue 4 of the LoveLD magazine is out now. Thank you to everyone who has contributed. Our cover feature is an invitation for you to apply for professional recognition and be recognised as a Certified Practitioner in Learning Development (CeP) or a Certified Leading Practitioner in Learning Development (CeLP). In this issue, Helen Briscoe (Edge Hill University) shares useful reflections on achieving CeP. Daisy Abbott (The Glasgow School of Art) and Claire Olson (Edge Hill University) share their experiences of being awarded CeLP. Victoria Yuskaitis and Alison Daniell share how the Enhancement team at the University […]

We are delighted to welcome Dr Emily McIntosh and Dr Diane Nutt to the LD Project episode 21, to talk about their valuable and important book, The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism. Alongside an exploration of the tensions inherent in third space working, they also share their passion for and commitment to student learning and the role of Learning Developers, as well as the pleasure they have found in writing together.  If you feel inspired by their conversation, you still have time to submit (across a range of formats) to a JLDHE special issue dedicated to exploring the […]

Dear colleagues, We are seeking offers to undertake a blind peer-review of the following submissions to the JLDHE (Journal of Learning Development in Higher Education). If you would like to undertake a review of any of these articles, please email the designated contact editor(s) below (not the whole list), including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field. Please also join […]

We are delighted to welcome Dr Sonia Hood from the University of Reading to join us this month. A highly experienced Learning Developer, Sonia shared her key thoughts from her chapter ‘Succeeding in Learning Development’ in How to be a Learning Developer in Higher Education. She advocates learning to speak the language of strategy and aligning with institutional priorities as a way of supporting and integrating LD provision, whilst also taking care to build relationships and maintain conversations across the university. There is much to take away from her accumulated wisdom – we hope you enjoy! As always, you can find previous episodes […]

Dear colleagues, We are seeking offers to undertake a blind peer-review of the following submissions to the JLDHE (Journal of Learning Development in Higher Education). If you would like to undertake a review of any of these articles, please email the designated contact editor(s) below (not the whole list), including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field. Please also join […]

A forthcoming one-day conference, Freedom to Learn, co-hosted by King’s College London and University College London on 5 April 2024, offers an additional opportunity for colleagues to attend an in-person event to join this conversation, but attendance and participation at the conference are not required to submit to the journal issue. Please follow the JLDHE Submission Preparation Checklist and the JLDHE Style Guide when preparing your 500-word abstract and please indicate in this MS Form which format your full submission would follow. JLDHE welcomes contributions in the following forms: Potential contributors could include, but are not limited to: Please submit your 500-word abstract by 15 February 2024 to the Guest Editors […]

Dear Colleagues, Please find below the Call for Papers for a special issue of the Journal of Learning Development in Higher Education on Third Space professionals in HE. Title: The contribution of HE third space professionals to educational practice and pedagogy The Journal of Learning Development in Higher Education (JLDHE) invites submissions for a special issue dedicated to exploring the contribution of HE third space professionals to educational practice and pedagogy. This issue aims to bring together a collection of thought-provoking articles that delve into the complexities and intricacies of third space, providing insights that can inform practice and advance […]

Dear colleagues, We are seeking offers to undertake a blind peer-review of the following submissions to the JLDHE (Journal of Learning Development in Higher Education). If you would like to undertake a review of any of these articles, please email the designated contact editor(s) below (not the whole list), including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field. Please also join […]

Rationale and scope: Universities rely on the expertise of third space professionals, those who occupy the liminal space between academic and professional services in Higher Education (Whitchurch, 2013). Third space professionals transcend traditional academic and administrative roles and are characterised by a hybrid and often fluid function that includes elements of academic expertise and administrative/professional service. However, often these individuals and teams do not feel that their contributions to the education landscape and ecosystem are recognised, supported or valued, and this experience varies depending on the local and national context. Third space professionals, such as Academic Developers and other members of […]