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

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.