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Exploring Academic Identities and Practices in a Competitive Enhancement Context: a UK-based case study.

Fanghanel, Joëlle and Trowler, Paul (2008) Exploring Academic Identities and Practices in a Competitive Enhancement Context: a UK-based case study. European Journal of Education, 43 (3). pp. 301-313.

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Abstract

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.

Item Type: Article
Journal or Publication Title: European Journal of Education
Subjects: L Education > LB Theory and practice of education
Departments: Faculty of Arts & Social Sciences > Educational Research
ID Code: 26689
Deposited By: Mrs Yaling Zhang
Deposited On: 24 Jun 2009 11:08
Refereed?: Yes
Published?: Published
Last Modified: 26 Jul 2012 16:35
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/26689

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