From tweeting to tweetposium. So what? A reflection

In this reflection, a learner shares their experience of engaging with other like-minded individuals in the online higher education community, @SocMedHE. Furthermore, how engaging the community has enabled their development from observing from a distance to active participation (e.g. #SocMedHE20 tweeposium) and subsequently using that knowledge and experience for other online activities

Who am I? Navigating Professional Identity as an Ethnic Minority Early Career Academic

Finding the answer to my academic identity and a sense of belonging is something I have questioned since I just started my doctorate journey. It has been a question lingering in my mind with no clear answer where one will go after a few years of completing a PhD. Yet, without a doubt, the challenges I experienced demonstrate that constructing my identity in my discipline and the wider sector will be much more challenging than one would have hoped. This reflection article aims to share a personal account of a doctoral researcher transitioning to an independent professional. Key aspects, such as their experience constructing their identity in their field, the professional developmental support as a doctoral researcher in preparation and during that transition, and the challenges with employment opportunities for the wider doctoral graduate community will be discussed. In addition to drawing on previous literature, provocative questions will be shared with the higher education sector to consider what more we can do to support the lives of postgraduate researchers after their doctorate to support their sense of belonging. Championing that early career professionals need to have the graduates' attributes to make it in the "real world" is one thing. But the support to meet individual needs is another. Having the right skills and experiences is difficult and valuable. Yet, do we know if our graduates are fully ready to become independent professionals in the real world

Navigating my ethnic minority identity in higher education: a student reflection

A student reflection on the challenges and barriers of an ethnic minority student through higher education

Getting connected: establishing direct communication between learning developers and PhD Students with teaching responsibilities

Many PhD researchers have the opportunity to take up teaching responsibilities during their doctoral studies to enhance their employability and interest in academia. Aside from their formal teaching training, little is known about the types of resources and support from professional services that PhD students (PhDs) use to fulfil their teaching responsibilities. On the other hand, learning development is a relatively new profession within higher education. As such, there are varied perceptions on the necessity for PhDs with teaching responsibilities to engage with learning development support. This opinion piece shares the experience of a STEM UK PhD student with teaching responsibilities and a learning development practitioner when establishing support for modules taught by PhDs. Through a dialogue, the authors explore the challenges faced in the interaction between learning developers (LDs) and PhDs, in two different UK universities, and recommend how to further develop the relationship. Through this dialogue possible solutions like increasing the visibility of available LD support for PhDs with teaching responsibilities within higher education institutions (HEIs) and including LD support in PhDs teaching training were identified

Finding the right fit: Enhancing the academic-industry link in the sector for Nutrition undergraduates – a pilot study

Academic learning experience prepares students for professional life, enriches their scientific-evidence knowledge, whereas laboratory practicals upskill their experiences applying theory into “real world” scenarios. As most undergraduate programmes are not offering placement year, students rely heavily on their initiatives and networking to maximise their continuous professional development (CPD). This study evaluated the supporting mechanisms between academia and industry/ sector and examined staff and students’ perceptions of existing academia-industry collaborations. An online survey was designed to record perceptions of undergraduate’s nutrition students. This was followed by focus groups to establish students’ perceptions of the relevant professional organisations and their related experiences outside academia. Captured students’ feedback together with the nutrition teaching academics responses in individual semi-structured interviews have portrayed the current academic-industry links, the perceived challenges/barriers and probed sensible roadmap. Six themes uncovered the need for extra nutrition-related work experiences, while the students’ perceptions reflected their learning through course progression, awareness of external opportunities and underpinned that graduate readiness improved progressively with years spent in study. The Academics’ interviews recognized the limited academic-industry collaborations and underpinned many barriers faced; more “top-down” support was identified as a strategy to enhance external links. The study provides a clear lens into the present academic-industry links within the nutrition programmes and ascertained the perceived challenges experienced by students and academics. Collaborations and centralised university communications shall promote a better university experience. Equally, staff-student partnerships will facilitate a new approach to understand both staff and students’ perspectives and enhance learning experiences within the sector