Tertiary learning advisors in Aotearoa/New Zealand: Part 2

Acknowledging our contribution

Authors

  • Catriona Cameron Lincoln University

DOI:

https://doi.org/10.26473/ATLAANZ.2018.1/003

Keywords:

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

Abstract

Defining and re-defining identity is important for any 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 special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings presented in Part Two indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. 

Author Biography

  • Catriona Cameron, Lincoln University
    Learning Advisor Learning, Teaching and Library

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Published

01/10/2018