De grootste kennisbank van het HBO

Inspiratie op jouw vakgebied

Vrij toegankelijk

Terug naar zoekresultatenDeel deze publicatie

Identities of research-active academics in new universities

towards a complete academic profession cross-cutting different worlds of practice

Rechten: Alle rechten voorbehouden

Identities of research-active academics in new universities

towards a complete academic profession cross-cutting different worlds of practice

Rechten: Alle rechten voorbehouden

Samenvatting

This study explores how academics who expanded their teaching-only
positions to include research view their (re)constructed academic identity.
Participants worked in a higher professional education institution of applied
research and teaching, comparable with so-called new universities. The aim
is to increase our understanding of variations in academic identity and to be
better able to support academics’ ‘role making’ within and across different
worlds of practice. Data from semi-structured interviews with 18 academics
at a Dutch new university were analysed using a grounded theory approach.
This revealed six well-rounded academic identities reflecting participants’
personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’,
‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research
work process’ and ‘liaison officer’. The researcher role served to promote
the overall development of participants’ identities. The ‘disciplinary expert’
matured through participation in the academic world and research activities.
Participants discovered what ‘being’ and ‘becoming’ a researcher in the new
university might entail, and contributed to the professions’ knowledge base.
Participants learned to apply various research-based teaching approaches.
As brokers, they linked research projects to practices in meaningful ways.
The six identities embodied an emergent power in creating and preserving
a complete academic profession. Participants’ accounts showed tensions
inherent in an extended role portfolio and constraints in ‘role making’ given
inconsistencies between the university’s espoused research mission and
the one in use. These imply challenges for university managers in aligning
policies and practices, and scaffolding academics’ attempts to integrate their
academic roles in different worlds of practice.

Toon meer
OrganisatieHogeschool van Arnhem en Nijmegen
AfdelingKenniscentrum Business Development & Co-creation
Gepubliceerd inJournal of Further and Higher Education Routledge, Pagina's: 1-17
Datum2017-04-24
TypeArtikel
ISSN1469-9486
TaalEngels

Op de HBO Kennisbank vind je publicaties van 26 hogescholen

De grootste kennisbank van het HBO

Inspiratie op jouw vakgebied

Vrij toegankelijk