This thesis aims to contribute to an understanding of Learning Development and the higher educational milieu in which it operates in a way that resists formal definitions that may limit and circumscribe the activities of its practitioners. Instead of documenting the activities associated with Learning Development and identifying common generic features (a generalised definition), the present thesis uses a narrative device to focus on practices in the particular case. It argues that reflexive awareness of Learning Development practices arises in response to various crises of normativity (crises of expectation, legitimacy, and conduct) whenever habituated routines are disrupted.
Association for Learning Development in Higher Education