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Professional and Support Staff in Higher Education pp 277–292Cite as

Professional Staff, Professional Recognition: Bringing Learner Support Staff into the Fellowship of University Educators

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Part of the book series: University Development and Administration ((UDAA))

Abstract

This chapter considers how professional recognition opportunities that do not differentiate between academics and professional staff have the capacity to engage and support the “blended professionals” who contribute to teaching and learning in higher education. Using participant observation and survey data from an Australian case study, this chapter reports the outcomes for professional staff who applied alongside academics for professional recognition of their university teaching and learner support experience through a fellowship scheme endorsed by the Higher Education Academy (HEA). This kind of inclusive approach to professional recognition is shown to be an important developmental pathway for professional staff, able to strengthen links between academic and professional staff in their shared activities around enhancing teaching quality and student learning outcomes in university education.

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Author information

Authors and Affiliations

  1. The Australian National University, Canberra, ACT, Australia

    Elizabeth A. Beckmann

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  1. Elizabeth A. Beckmann
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Correspondence to Elizabeth A. Beckmann .

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Editors and Affiliations

  1. University of Tasmania, Hobart, Tasmania, Australia

    Carina Bossu

  2. University of Tasmania, Hobart, Tasmania, Australia

    Natalie Brown

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Beckmann, E.A. (2018). Professional Staff, Professional Recognition: Bringing Learner Support Staff into the Fellowship of University Educators. In: Bossu, C., Brown, N. (eds) Professional and Support Staff in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-10-6858-4_16

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