Tertiary Learning Advisors in Aotearoa/New Zealand (Part 2): Acknowledging our contribution

Caitriona Cameron

Abstract


Defining identity is important for any emerging profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand.  In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status.  This paper reports on a project designed to address that gap.  The project results have been presented in a series of papers.  Part one ‘mapped the profession’, by providing a profile of the demographic characteristics, prior career experience and qualifications of learning advisors in Aotearoa New Zealand, and highlighting some challenges for recruiting, developing and retaining a sustainable professional cohort.  Part two focuses on tertiary institutions’ formal recognition of learning advisor identity and contribution, and the role of organisational policies in creating career pathways for TLAs.  Part three examines the challenges and rewards of the role. 


Keywords


tertiary learning advisor, higher education, career, promotion, employment agreements

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References


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