Open AccessManaging career transitions into post-secondary Learning Designer Jobs: An Australasian perspective
Author(s) -
Jack Sage,
Michael Sankey
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.14742/ascilite2021.0103
Subject(s) - diversity (politics) , career pathways , career development , perspective (graphical) , professional development , qualitative research , public relations , career planning , process (computing) , qualitative property , medical education , pedagogy , psychology , management , sociology , political science , computer science , medicine , artificial intelligence , social science , anthropology , economics , operating system , machine learning
This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.