Journal article
Changing Professional and Academic Identities
Publication Details
Authors: | Whitchurch, C.; Schneijderberg, C. |
Publication year: | 2017 |
Journal: | Oxford Bibliographies in Education |
Pages range : | TBD |
DOI-Link der Erstveröffentlichung: |
Abstract
There is a growing literature on academic and professional identities in higher education in the context of more market-oriented environments, an increasing range of types of institution and modes of delivery, raised expectations by students of the experience they receive, and a rapidly diversifying workforce. As this is a developing field, this chapter is selective in that it is biased toward more recent contributions to the literature, with reference to earlier key texts. Two principal approaches can be identified in the literature---the changing workforce map, documenting international employment patterns and trends against the background of contemporary market contexts; and developing understandings about individual academic and professional identities, which have become less homogeneous and increasingly fluid. The two approaches provide complementary perspectives on issues such as conditions of service and careers, as well as the impact on academic autonomy, rewards and incentives, and motivation and morale. Furthermore, whereas approaches to academic and professional identities in higher education have in the past tended to reflect a perceived binary division between those on academic and those on professional contracts, this is beginning to change. Increasingly, there is recognition of professional and academic staff who work between academic and professional domains on projects that require joint input from staff with a range of expertise. Examples include those working in the fields of teaching and learning, the student experience, and knowledge exchange. Specific roles, and who fills them, also depends on the traditions and conventions of national systems, types of institution, and local organizational structures.
There is a growing literature on academic and professional identities in higher education in the context of more market-oriented environments, an increasing range of types of institution and modes of delivery, raised expectations by students of the experience they receive, and a rapidly diversifying workforce. As this is a developing field, this chapter is selective in that it is biased toward more recent contributions to the literature, with reference to earlier key texts. Two principal approaches can be identified in the literature---the changing workforce map, documenting international employment patterns and trends against the background of contemporary market contexts; and developing understandings about individual academic and professional identities, which have become less homogeneous and increasingly fluid. The two approaches provide complementary perspectives on issues such as conditions of service and careers, as well as the impact on academic autonomy, rewards and incentives, and motivation and morale. Furthermore, whereas approaches to academic and professional identities in higher education have in the past tended to reflect a perceived binary division between those on academic and those on professional contracts, this is beginning to change. Increasingly, there is recognition of professional and academic staff who work between academic and professional domains on projects that require joint input from staff with a range of expertise. Examples include those working in the fields of teaching and learning, the student experience, and knowledge exchange. Specific roles, and who fills them, also depends on the traditions and conventions of national systems, types of institution, and local organizational structures.
