Gail Hall - Academia.edu (original) (raw)
I am the College HE Scholarship Development Manager for the East Midlands Consortium, which comprises Leicester, Derby and Central (Nottingham) colleges. I entered this role in June 2016.
I work across the three colleges on behalf of the AoC Scholarship Project aimed at enhancing scholarship in order to improve the student experience in College HE. My role currently involves working with teaching staff and other college HE support staff to develop a shared understanding and definition of what scholarship means in a College HE context.
We are steadily increasing the number of staff with HEA Fellowships, supporting discipline and pedagogic research projects (with an emphasis on student-led and collaborative projects), developing our consortium working practices using digital platforms and encouraging staff and students to ‘go public’ and share the outcomes of their scholarship.
My particular interests are around identity; the professional identity of lecturers in College HE and the identity of the College HE students in relation to skills development (both academic and technical with a focus on the ideas of academic and vocational drift).
Prior to this I was Academic Development Lead for the HE team at ncn. Responsibilities included managing the Academic Coaching and Employability Skills (ACES) team; delivering one-to-one support and group workshops in higher level academic skills; managing the DSA support provision for HE students; delivering HE staff CPD, including mentoring staff new to teaching HE; cross-college moderation of courses.
I have been working in College HE since 2009. My FE career began in 2007 at ncn as an Additional Learning Support tutor and I also taught psychology and English on the Access to HE Teaching programme.
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Papers by Gail Hall
Research in Post-Compulsory Education, 2018
A reading of college-based HE (CHE) teachers' self-identified academic development preferences ag... more A reading of college-based HE (CHE) teachers' self-identified academic development preferences against an understanding of the professional demands of academic practice in Higher Education (HE), whilst being mindful of the specific college-based context, serves to add the experiences of CHE teachers to the HE sector understanding of 'the staff development needs of a changing academic workforce'. Here the outline of academic or professional competencies that call for developmental attention and the shape this development activity may take to better engage and support college-based HE teachers in their academic practice is based on their personal testimony.
Research in Post-Compulsory Education, 2018
A reading of college-based HE (CHE) teachers' self-identified academic development preferences ag... more A reading of college-based HE (CHE) teachers' self-identified academic development preferences against an understanding of the professional demands of academic practice in Higher Education (HE), whilst being mindful of the specific college-based context, serves to add the experiences of CHE teachers to the HE sector understanding of 'the staff development needs of a changing academic workforce'. Here the outline of academic or professional competencies that call for developmental attention and the shape this development activity may take to better engage and support college-based HE teachers in their academic practice is based on their personal testimony.