Joining the dots: the changing identities of University Learning and Teaching Fellows

HELENA KNAPTON*, Dawne Irving-Bell

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Addressing the radical shift to online learning required an approach that would bring together those with the necessary authority to develop University-wide strategies and those who would effectively communicate these to ensure their implementation. This study evaluates the impact and lived experiences of one group of individuals, Institutional Learning and Teaching Fellows, who found themselves at the centre of these sweeping changes. Already recognised for their own pedagogical practice and developing those within their sphere of influence, they found themselves drawn into key roles of developing strategy and praxis simultaneously. Based on research undertaken during the second national lockdown, captured within two vignettes, this chapter articulates the Fellows’ role in ‘joining the dots’, linking strategic developments to implementation during this unprecedented period of change.
Original languageEnglish
Title of host publicationAgile Learning Environments amid Disruption: Evaluating academic innovations in Higher Education during COVID-19
PublisherPalgrave Macmillan
Publication statusAccepted/In press - 15 Oct 2021

Keywords

  • Identity
  • Fellowship
  • Professional boundaries
  • Leadership
  • Staff Perceptions
  • Staff Development

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