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  • Rosewell and Ashwin 2018

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 24/07/2018, available online: https://www.tandfonline.com/doi/full/10.1080/03075079.2018.1499717

    Accepted author manuscript, 311 KB, PDF document

    Embargo ends: 24/01/20

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Academics' perceptions of what it means to be an academic

Research output: Contribution to journalJournal article

E-pub ahead of print
<mark>Journal publication date</mark>24/07/2018
<mark>Journal</mark>Studies in Higher Education
Publication statusE-pub ahead of print
Early online date24/07/18
Original languageEnglish

Abstract

Despite the wealth of literature on academic work, roles and identities, the meaning of being an academic often does not go beyond such pre-defined and separate roles of teacher, researcher, academic, professional and manager. Consequently, our understanding of academic work is limited. This article explores the holistic meaning of being an academic and considers how this relates to gender. Based on interviews with 35 academics from a single United Kingdom (UK) institution, we argue that what it means to be an academic, goes beyond these pre-defined and separate roles; and that other aspects, such as academic freedom, intellectual stimulation, and a sense of a calling play different roles in different constructions of being an academic. Gender is also found to be an important factor in the different ways of defining academic work. These findings have implications for our understanding of career trajectories of male and female academics.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 24/07/2018, available online: https://www.tandfonline.com/doi/full/10.1080/03075079.2018.1499717