Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Exploring Academic Identities and Practices in a Competitive Enhancement Context: a UK-based case study.
AU - Fanghanel, Joëlle
AU - Trowler, Paul
PY - 2008
Y1 - 2008
N2 - This article proposes that in a context where the roles assigned to academics are increasingly complex, where academic work is visibly managed and monitored with an emphasis on teaching quality and professionalised practices, better understandings of academic identities might emerge from a focus on the teaching dimension of the academic role. It seeks to capture this dimension through a theoretical framework that takes account of the context and realities in which academics operate. It examines this complexity through a set of policy initiatives aimed at enhancing the teaching function in UK universities, and a brief report on a study of 18 UK academics focusing on the nature of academic labour. It argues that the teaching dimension of the academic role cannot be usefully studied from outside the context in which academics evolve and construct their apprehensions of teaching practice, and without paying attention to the degree of agency available to them in the context where they operate. It points to the negative impact of competing initiatives directed disjointedly at teaching and research.
AB - This article proposes that in a context where the roles assigned to academics are increasingly complex, where academic work is visibly managed and monitored with an emphasis on teaching quality and professionalised practices, better understandings of academic identities might emerge from a focus on the teaching dimension of the academic role. It seeks to capture this dimension through a theoretical framework that takes account of the context and realities in which academics operate. It examines this complexity through a set of policy initiatives aimed at enhancing the teaching function in UK universities, and a brief report on a study of 18 UK academics focusing on the nature of academic labour. It argues that the teaching dimension of the academic role cannot be usefully studied from outside the context in which academics evolve and construct their apprehensions of teaching practice, and without paying attention to the degree of agency available to them in the context where they operate. It points to the negative impact of competing initiatives directed disjointedly at teaching and research.
U2 - 10.1111/j.1465-3435.2008.00356.x
DO - 10.1111/j.1465-3435.2008.00356.x
M3 - Journal article
VL - 43
SP - 301
EP - 313
JO - European Journal of Education
JF - European Journal of Education
SN - 0141-8211
IS - 3
ER -