The role of ‘knowledgeable others’ in supporting academics’ professional learning: implications for academic development

The professional learning of academics working in UK higher education (HE) can be a complex enterprise occurring across a multitude of (in)formal learning encounters, challenging academics to negotiate and prioritise their time and the opportunities available to them. This study investigates the professional learning of academics in UK HE, focusing upon those factors which enable or encumber these activities to flourish. A mixed method case study of a single UK university involving questionnaire, interview and photovoice methods was undertaken. Twelve academics were selected from the academic staff questionnaire (n = 182) to be interviewed and photograph their professional learning experiences. Participants reported that time, space and prioritising what they learnt were encumbering factors, but an enabling agent came from the intervention of ‘knowledgeable others'. The findings suggest that the role of the ‘knowledgeable other' will have important implications for academic developers in developing their practice in supporting academics’ professional learning.