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Author: Celia Whitchurch
Publisher: Routledge
ISBN: 1135224080
Category : Education
Languages : en
Pages : 402
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Book Description
The latest volume in the Routledge International Studies in Higher Education Series, Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce, reviews the implications of new forms of academic and professional identity, which have emerged largely as a result of a broadening disciplinary base and increasing permeability between higher education and external environments. The volume addresses the challenges faced by those responsible for the wellbeing of academic faculty and professional staff. International perspectives examine current practice against a background of rapidly changing policy contexts, focusing on the critical ‘people dimension’ of enhancing academic and professional activity, while also addressing national, socio-economic, and community agendas. Consideration is given to mainstream academic faculty and professional staff, researchers, library and information professionals, people with an interest in teaching and learning, and those involved in individual projects or institutional development. The following provide the key themes of Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce: The implications of diversifying academic and professional identities for the functioning of higher education institutions and sectors. The pace and nature of such change in different institutional systems and environments. The challenges to institutional systems and structures from emergent identities and possible tensions, and how these might be addressed. The implications of blurring academic and professional identities, with a shift towards mixed or ‘blended’ roles, for individual careers and institutional development.
Author: Celia Whitchurch
Publisher: Routledge
ISBN: 1135224080
Category : Education
Languages : en
Pages : 402
Get Book Here
Book Description
The latest volume in the Routledge International Studies in Higher Education Series, Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce, reviews the implications of new forms of academic and professional identity, which have emerged largely as a result of a broadening disciplinary base and increasing permeability between higher education and external environments. The volume addresses the challenges faced by those responsible for the wellbeing of academic faculty and professional staff. International perspectives examine current practice against a background of rapidly changing policy contexts, focusing on the critical ‘people dimension’ of enhancing academic and professional activity, while also addressing national, socio-economic, and community agendas. Consideration is given to mainstream academic faculty and professional staff, researchers, library and information professionals, people with an interest in teaching and learning, and those involved in individual projects or institutional development. The following provide the key themes of Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce: The implications of diversifying academic and professional identities for the functioning of higher education institutions and sectors. The pace and nature of such change in different institutional systems and environments. The challenges to institutional systems and structures from emergent identities and possible tensions, and how these might be addressed. The implications of blurring academic and professional identities, with a shift towards mixed or ‘blended’ roles, for individual careers and institutional development.
Author: Celia Whitchurch
Publisher: Routledge
ISBN: 0415564662
Category : Education
Languages : en
Pages : 176
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Book Description
First Published in 2013. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Barbara M. Kehm
Publisher: Springer Science & Business Media
ISBN: 9400746148
Category : Education
Languages : en
Pages : 214
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Book Description
This book is the first of several with the results of a collaborative European project supported by the European Science Foundation on changes in the academic profession in Europe (EUROAC). It provides a short description of the ESF EUROHESC programme and the particular forms of international collaborative research projects which are funded under the umbrella of this programme. It then outlines the EUROAC project. This project has chosen three foci (governance, professionalisation, academic careers) to analyse changes in the work of the academic profession. The first results in the form of in-depth literature reviews constitute the content of the book. These eight literature reviews about the state of the art of existing research feature the various dimensions of the overall theme. A particular emphasis is put on factors leading to changes in the work tasks of the academic profession in Europe and how the academic profession is coping with these new challenges. Thus, the book provides a state of the art account of existing research about the following themes: main results of previous studies on the academic profession; the academic profession and their interaction with new higher education professionals; professional identities in higher education; extending work tasks: civic mission and sustainable development; academic careers in academic markets; the changing role of academics in the face of rising managerialism; the influence of quality assurance, governance, and relevance on the satisfaction of the academic profession.
Author: Susan Talburt
Publisher: State University of New York Press
ISBN: 079149263X
Category : Education
Languages : en
Pages : 300
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Book Description
This interpretive ethnography explores the academic practices of three lesbian faculty members at Liberal U., a public research university. Drawing on poststructural theories, the text takes readers beyond constructions of lesbian faculty that rely on identity, voices, and visibility to consider the construction and shifting meanings of academic research, teaching, and collegial relations in practice. Talburt depicts the complicated relations of knowledge, identity, and sexuality as interrelated terms whose meanings are constructed as contingent possibilities. This book challenges us to rethink policy and practice, identity and difference, and knowledge and ignorance as lived and created in constantly shifting networks of relation.
Author: Linda Evans
Publisher: Bloomsbury Publishing
ISBN: 1472579518
Category : Education
Languages : en
Pages : 291
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Book Description
Academic identity is continually being formed and reformed by the institutional, socio-cultural and political contexts within which academic practitioners operate. In Europe the impact of the 2008 economic crisis and its continuing aftermath accounts for many of these changes, but the diverse cultures and histories of different regions are also significant factors, influencing how institutions adapt and resist, and how identities are shaped. Academic Identities in Higher Education highlights the multiple influences acting upon academic practitioners and documents some of the ways in which they are positioning themselves in relation to these often competing pressures. At a time when higher education is undergoing huge structural and systemic change there is increasing uncertainty regarding the nature of academic identity. Traditional notions compete with new and emergent ones, which are still in the process of formation and articulation. Academic Identities in Higher Education explores this process of formation and articulation and addresses the question: what does it mean to be an academic in 21st century Europe?
Author: Richard L. Cruess
Publisher: Cambridge University Press
ISBN: 1107495245
Category : Education
Languages : en
Pages : 315
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Book Description
This book presents ideas and guidance about human development to enhance medical education's ability to form competent and responsible physicians.
Author: Mary Henkel
Publisher: Jessica Kingsley Publishers
ISBN: 9781853026621
Category : Education
Languages : en
Pages : 286
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Book Description
This work looks at the classical notion of academic identity, the paradoxical idea of strong individuals within a community of equals, and examines the extent to which this is reflected in reality. The author argues that the higher education reforms and consequent changes in the academic community have created an impetus towards a more structured environment, encouraging new, professional academic identities. She also asks whether the reforms have made the institution more important than the disciplines.
Author: A. Cendel Karaman
Publisher: Routledge
ISBN: 1000374211
Category : Education
Languages : en
Pages : 201
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Book Description
This book explores the reflective potentialities offered by analyses of teachers’ professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers’ narratives globally. Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher’s idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories toward becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes that being a "successful" teacher involves within these case studies, providing a useful contribution to the field of teacher education. Professional Learning and Identities in Teaching: International Narratives of Successful Teachers will be of great interest to researchers, academics, and post-graduate students of teacher education and international and comparative education.
Author: Bronwyn T Williams
Publisher: University Press of Colorado
ISBN:
Category : Education
Languages : en
Pages : 228
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Book Description
How do definitions of literacy in the academy, and the pedagogies that reinforce such definitions, influence and shape our identities as teachers, scholars, and students? The contributors gathered here reflect on those moments when the dominant cultural and institutional definitions of our identities conflict with our other identities, shaped by class, race, gender, sexual orientation, location, or other cultural factors. These writers explore the struggle, identify the sources of conflict, and discuss how they respond personally to such tensions in their scholarship, teaching, and administration. They also illustrate how writing helps them and their students compose alternative identities that may allow the connection of professional identities with internal desires and senses of self. They emphasize how identity comes into play in education and literacy and how institutional and cultural power is reinforced in the pedagogies and values of the writing classroom and writing profession.
Author: Myint Swe Khine
Publisher: Taylor & Francis
ISBN: 1003854842
Category : Education
Languages : en
Pages : 257
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Book Description
In this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism. The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis. This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.
