High-quality teaching in contemporary universities is increasingly recognised through evidence of its reach, value, and impact. Previous ALDCon presentations (e.g. White and Webster, 2023) have highlighted the importance of Learning Developers—and the wider field of Learning Development—in ensuring our work engages with broader conversations around high-quality teaching and learning. Evans et al. (2021) emphasise that quality emerges through the integration of pedagogical practice and research. But what does ‘quality’ mean for Learning Developers and other third space professionals? How can we showcase our practice through our research? This workshop investigated how quality is understood and evidenced in Learning Development research. Editors from the Journal of Learning Development in Higher Education (JLDHE) collaborated with delegates in a Consensus Workshop (Stanfield, 2002) to explore how quality might be conceptualised and evidenced in our scholarly outputs. Through taking a broad and inclusive approach to research, the session acknowledged the need for Learning Development to actively and continually write itself into existence (Syska and Buckley, 2023) to demonstrate its impact. The outcomes of the workshop were designed to inform JLDHE’s editorial practices and enhance its support for Learning Developers at all career stages. Ultimately, the workshop fostered a deeper understanding of quality in Learning Development research, empowering delegates to strengthen their pedagogical practice through meaningful and impactful scholarship.
McDonald et al. (Tue,) studied this question.