Tertiary Learning Advisors in Aotearoa/New Zealand: Part One: Building a Profile of Our Profession

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 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. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction

Thinking of doing a doctorate? : Reflections from a Tertiary Learning Advisor perspective

“…When I enrolled, I did not actually need a doctorate, and beyond gentle encouragement from my managers, there was no expectation or pressure to become additionally qualified. According to the most recent survey of TLAs in Aotearoa New Zealand (Cameron, 2018), 61% of TLAs have a postgraduate qualification, mainly master's degrees, with relatively few doctoral degrees. I enrolled partly because in a competitive academic environment it seemed like a sensible strategic move to add another qualification to my CV.…”

“…If you can, negotiate with your manager for regular research time throughout. However, as Cameron (2018) notes, not all TLAs are fortunate enough to have contracts that include research time: "Just under 40% (N=22) of those describing themselves as research active had a formal time allowance" (p. 38). Without an agreed reduction in working hours, time management becomes even more critical.…”

Core competencies for the practice of tertiary learning advising in New Zealand

“…In 2012, ATLAANZ officially adopted a professional practice document describing the principles and values, knowledge and skills, and roles and responsibilities of TLAs in New Zealand. By consensus, the document is regarded as a dynamic manuscript that needs to be endorsed by members every two years (Cameron, 2018a). In these ways, TLAs in New Zealand constantly strive to maintain a self-aware, well-informed, and evolving professional practice.…”

“…Another challenge identified for the profession in its current profile is the underrepresentation of Māori and, to a lesser degree, Pacific populations (Cameron, 2018a). For example, in 2014, Pacific students comprised 9% of ITP and 7% of university enrolments, and Māori students 23% and 11% respectively (New Zealand Ministry of Education, 2016, as cited in Cameron, 2018a).…”

Tertiary Learning Advisors in Aotearoa/New Zealand (Part 2): Acknowledging our contribution

“…The project results are presented in three parts. Part one, 'Building a Profile of Our Profession' (Cameron, 2018b), as well as describing the project, provides an overview of TLAs in Aotearoa New Zealand. In this second part,' Acknowledging Our Contribution', the focus is on how institutions recognise the contribution of TLAs to learning, teaching and research.…”