Professional Recognition Scheme

Learning Development continues to grow as a distinctive field within higher education in the UK and beyond. Its evolution in individual institutions has been characterised by considerable diversity in terms of development, role profiles, and organisational structures.

The core of practitioners’ work tends to be focused on supporting students’ academic skills development ‘with some distinguishing features: notably the emphasis on examining how students experience and make sense of learning activities and academic practices’ (Hilsdon, 2011, p.14).

‘Learning development is a complex set of multi-disciplinary and cross-disciplinary academic roles and functions, involving teaching, tutoring, research, and the design and production of learning materials, as well as involvement in staff development, policy-making and other consultative activities.’ (p.14)
Reference: Hilsdon, J. (2011) ‘What is Learning Development?’, in P. Hartley, J. Hilsdon, C. Keenan, S. Sinfield and M. Verity (eds) Learning Development in higher education. Basingstoke: Palgrave Macmillan, pp.13-27.

ALDinHE Values

As a professional association, ALDinHE represents, supports, and champions the work of Learning Developers, and those with an active interest in the field, primarily in the UK and Ireland.

ALDinHE is guided by five values:
1. Working in partnership with students and staff to make sense and get the most out of HE.
2. Embracing and respecting diverse learners through critical pedagogy and practice.
3. Adapting, sharing and advocating effective Learning Development practice to promote student learning.
4. Commitment to a scholarly approach and research related to Learning Development.
5. Critical self-reflection, on-going learning and a commitment to professional development.

History of the ALDinHE Recognition Scheme

ALDinHE’s recognition scheme acknowledges the unique commitment and values of practitioners who work in the field of Learning Development. The scheme was developed as a response to the desire of this growing community of practitioners—many occupying diverse roles—for formal recognition of their status as a professional community with a shared understanding of and commitment to the values that inform their work with students in higher education.

At ALDinHE’s annual conference in 2017, delegates worked together to define the characteristics considered central to the practice of ‘being’ a Learning Developer. The session revealed a strong community consensus that although practitioners may have quite diverse roles, they share values synonymous with working as a Learning Developer. Using this feedback, ALDinHE developed the Certified Practitioner (CeP) and Certified Leading Practitioner (CeLP) recognition scheme. The two awards reflect different levels of engagement with the values: CeP for those working at institutional level, and CeLP for those who working at the wider community level in Learning Development. The five values were refreshed in 2023.

Insights into the development of the scheme are offered by the following resources:
– Briggs, S. (2018) ‘Development of the ALDinHE recognition scheme: certifying the “Learning Developer” title’, Journal of Learning Development in Higher Education, (13). Available at: https://doi.org/10.47408/jldhe.v0i13.461.
– Briggs, S. (2024) ‘Professional development and recognition in LD’, in A. Syska and C. Buckley (eds) How to be a Learning Developer in higher education: critical perspectives, community and practice. Abingdon: Routledge, pp.195–202.

ALDinHE’s Recognition Scheme: CeP and CeLP

• Both awards are open to practitioners who have worked for at least two years in a Learning Development role.
• Practitioners should be based at an institution that is an ALDinHE member or have an individual membership of ALDinHE. See membership options.
• Applicants must demonstrate evidence against ALDinHE’s five values through a primary focus on academic literacies and study skills.

Which award is appropriate for you?

CeP

CeP status is for practitioners who can demonstrate engagement with the five values at an institutional level.

CeLP

CeLP status is for practitioners who demonstrate engagement with the five values beyond an institutional level.

The recognition schemes are open for applications all year round. If you’re unsure about your eligibility, please contact ALDinHE Admin.

Professional Recognition Case Studies

View the current holders of CeP and CeLP

Networking and Expertise Directory

Benefits of Professional Recognition

Awarding CeP and CeLP status recognises excellence among Learning Development professionals who support development of academic skills, literacies, and practices in higher education contexts.

The award will help to demonstrate this expertise to both current and prospective employers. CeP and CeLP might also be useful when applying for Advance HE Fellowships and vice versa.

The CeP and CeLP awards are beneficial for the individual and the wider profession.

Benefits for the individual:

offers professional recognition of work in the field of Learning Development.
offers a sense of professional identity and community as Learning Developers.
recognises specialist knowledge in an area of practice related to the pedagogy of Learning Development.
provides an opportunity to reflect on and share individual practice.
supports individual professional development.
supports engagement with other professional recognition schemes, including Advance HE Fellowships.
enhances employability in the field of Learning Development.

Benefits for the profession:

promotes and protects Learning Development as a distinct profession.
supports, promotes, and strengthens the work of ALDinHE.
emphasises how ALDinHE’s five values underpin and guide the work of Learning Developers.
offers a foundation and touchstone across the sector for Learning Developers.
increases awareness of the work of Learning Developers across the sector.
celebrates and promotes the achievements and impact of Learning Development practitioners.
supports and sustains a vibrant Learning Development community.

There is currently no formal requirement to revalidate ALDinHE’s awards. Award holders are expected to maintain the currency of their professional practice through continuing engagement ALDinHE’s five values. ALDinHE reserves the right to introduce a revalidation scheme/tiered recognition categories at a future date. Award holders must avoid engaging in activities that could bring the scheme into disrepute.

Individuals who achieve CeP and CeLP status are:

given a certificate and a digital badge in recognition of their expertise in Learning Development.
invited to be added to a list of holders of CeP and CeLP on the ALDinHE website: publicly recognising their expertise.
encouraged to use ALDinHE Certified Practitioner/Certified Leading Practitioner in their email signature.

Current holders of CeP and CeLP awards may be viewed in the ALDinHE Professional Accreditation directory.

Application review process

Applications are considered by two Reviewers who are selected by the Professional Recognition Panel. Reviewers attend training and hold a minimum of the award they are reviewing against; for example, only recipients of CeLP will review CeLP applications.

There are three stages involved in the applicant review process:

1. Reviewing your application

Your application will be sent to two Reviewers (one of whom will be a Lead Reviewer) who will independently review the content. Initially, reviewers will review the application against the five values, prepare feedback, and make an award recommendation.

2. Awarding decisions

Reviewer recommendations will be sent to the Lead Reviewer who will confirm the decision and arrange for the outcome, with the written feedback, to be sent to the applicant by the ALDinHE administrator. If a consensus cannot be reached between Reviewers on an awarding decision, the Lead Reviewer’s decision will be final.

3. ALDinHE Steering Group

The ALDinHE Steering Group will consider any appeal relating to the review process. They will periodically evaluate and review the CeP process.

Standardisation

All Reviewers complete standardisation training annually to ensure that applications are fairly and consistently reviewed.

Timescales

Once the Professional Recognition Panel has come to a decision, you will be advised of the outcome of your application via email. You will also receive feedback explaining the outcome. The review panel aims to review and provide an outcome and feedback within 12 weeks of receipt of your submission.

Possible outcomes

There are three possible application outcomes:

Award

Based on reviewer feedback, the Professional Recognition Panel awards CeP status.

Minor Amendments

Based on reviewer feedback, the Professional Recognition Panel requests that minor amendments are made to the application. Minor amendments could include providing additional information to expand on evidence already provided for one or more of the Values 1–4 and/or a request for further critical reflection (Value 5) on the evidence provided for each value. Minor amendments do not require rewriting the original application, as amendments can be added to the original submission. Additions should be made clear by highlighting the text or using track changes in the document. The amendments should be added to the appropriate section of the submission form. For example, if further evidence was required for Value 2, the information should be added in this section. When the revised application is received, it will be reconsidered by the original Reviewers. Once the Reviewers have reached a consensus on the minor amendments, the recommended outcome will be sent to the Lead Reviewer who will confirm the award. The applicant will be notified and feedback will be provided on the revised submission. An applicant can re-submit their application at any point; however, each application is given a preferred resubmission date. If the applicant does not respond to the feedback within six months, the feedback will no longer be valid so a new submission would be required.

Resubmit

Based on Reviewer feedback, the Professional Recognition Panel requests that the application is revised and re-submitted. This means that the applicant will need to rewrite their application. When the revised application is received this will be reviewed by two new Reviewers, who will make recommendations to the Professional Recognition Panel. If it is felt that a resubmitted application still does not meet the criteria, the Reviewers may suggest you pause your application but will discuss this option with you. You may also wish to seek mentoring support for your submission from the Learning Development community.

Feedback on your application

Applicants will receive written feedback and where necessary, reviewers will provide suggestions for required amendments. Applicants are welcome to request a meeting with the Lead Reviewer to discuss their application.

Should you need to resubmit your application, Reviewers will provide feedback on areas for development in your revised application. If you would like to discuss how to approach a re-submission, please contact ALDinHE Admin to arrange to speak to a member of the Professional Recognition Panel.

Professional Recognition Scheme

Which award is appropriate for you?

Benefits of Professional Recognition

Application review process

Standardisation

Timescales

Possible outcomes

Feedback on your application

ALDinHE

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Development

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