Danielle M Hinton 🇦🇺🌏

Love your story #InspiringColleagues

Q6: How can we best support ourselves and each other in the current UK HE context?
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Q5 What has helped you with a change of professional identity?
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Q4 Has your professional identity changed over time?
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Q3 What drives / determines your sense of professional identity?
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Q2 How does this relate to your professional identity?
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Q1 Does your role align with your official job title? Does it matter?
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a group of muppets are standing together with their mouths wide open ALT: a group of muppets are standing together with their mouths wide open

A6 #LTHEchat Micro‑solidarity: Small, Consistent Acts of Mutual Care

Large structural change is slow, but micro‑solidarity is immediate.

• Check in on colleagues after difficult meetings.
• Share resources, templates, or teaching materials to reduce duplicated labour.
• Celebrate small wins …

a person writing on a white board with the words " it 's time for a story " ALT: a person writing on a white board with the words " it 's time for a story "

Thoughts @smithkj.bsky.social ? #LTHEchat A5

That was a grand hour 😆🤭

Mentors also are #fantabulous

A3 #LTHEchat this…

Becoming a Critically Reflective Teacher - a conversation with Stephen Brookfield focusing on Chapter 13. A HEFi Reading Group Recording

figshare.edgehill.ac.uk/articles/med...

a man with dreadlocks and a bandana on his head is making a funny face and saying `` oh no '' . ALT: a man with dreadlocks and a bandana on his head is making a funny face and saying `` oh no '' .

A5 #LTHEchat

• good people
• good people
• good people
• cats
• #LTHEchat
• Weird sense of humour 😆😆😆

a cat is looking at a clock on a wall and says `` just a little longer '' . ALT: a cat is looking at a clock on a wall and says `` just a little longer '' .

A4 #LTHEchat yes and no.

I guess from an #EdDev POV it’s probably about being patient, rolling with the punches / being adaptable and developing “practice-based legitimacy” earned through:

• trust
• expertise
• credibility
• relational capital
• howling in the wind 😆

Love it!

Ha ha 🤣 yes!

Of course 😜

a woman wearing glasses and a blue shirt is screaming and says get in . ALT: a woman wearing glasses and a blue shirt is screaming and says get in .

A3 #LTHEchar I quite like these descriptors;

Land (2004) describes developers as “midwives of change”.
• McDonald & Stockley (2008) highlight the identity of “enablers” and “partners”.

a stuffed animal is holding a cup and saying i 'm in . ALT: a stuffed animal is holding a cup and saying i 'm in .

A3 #LTHEchat I’m motivated by a deep belief that:

• teaching matters
• learning is complex
• pedagogy is a scholarly endeavour
• students deserve high‑quality, inclusive education
• stewards of good teaching

I’m changing my title forthwith to #Awesome 😆😆😆

a close up of a brown dog 's face with a surprised look on its face . ALT: a close up of a brown dog 's face with a surprised look on its face .

A2 #LTHEchat leads to #Discombobulation

Whitchurch (2008, 2012) on “third space” professionals
• Land (2004) on the “in-between” identity of academic developers
• McDonald & Stockley (2008) on role ambiguity
• Debowski (2014) on the invisibility of educational development work

Principal Educational Developer… what does that mean to the average academic bear ?? 🐻

The lack of respect is the thing that probably most bothers me.

a little girl is sitting on a couch and making a face . ALT: a little girl is sitting on a couch and making a face .

A1 #LTHEchat my academic identity is real and aligns BUT

• Being positioned as service staff rather than academic partners
• Having expertise questioned or undervalued
• Being excluded from strategic conversations about teaching
• Being treated as “support” rather than “colleagues”

Invisible labour: visible activism by Sarah Montano, Inci Toral and Sarah Percy Behind many academic success stories lies an untold narrative of invisible labour – a hidden force driving progress but often overlooked or undervalued.…

"Importantly, a significant component of wife work is emotional labour. Emotional labour involves managing emotions and interactions in the academic setting without formal recognition or workload compensation" srheblog.com/2025/01/22/i...

@unibirmingham.bsky.social

A4 there's a lot of research in this invisible, pastoral work that often female staff take on, often agreeing to take it on but then having negative impact on promotion.
www.birmingham.ac.uk/news/2025/wi...

I wonder who students would like to encourage them in mattering/belonging.

#lthechat

Do you feel that you matter to students and colleagues? What makes you feel that way?

Q6: Do you feel that you matter to students and colleagues? What makes you feel that way?
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How can we create mattering moments in online spaces?

Q5. How can we create mattering moments in online spaces?

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Is the work of belonging/mattering gendered? Who does the work of caring for students? Who do students want to do the mattering and caring roles?

Q4. Is the work of belonging/mattering gendered? Who does the work of caring for students? Who do students want to do the mattering and caring roles?

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Where might institutional processes unintentionally undermine students’ sense that they matter?

Q3. Where might institutional processes unintentionally undermine students’ sense that they matter?

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