The chameleon on a tartan rug: adaptations of three academic developers’ professional identities

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dc.contributor.author Miller, Barbara en
dc.contributor.author Renc-Roe, J en
dc.contributor.author Morón-García, S en
dc.date.accessioned 2016-03-07T20:00:24Z en
dc.date.issued 2015 en
dc.identifier.citation International Journal for Academic Development, 2015, 20 (3), pp. 279 - 290 en
dc.identifier.issn 1360-144X en
dc.identifier.uri http://hdl.handle.net/2292/28399 en
dc.description.abstract This paper builds on discussions of academic developers’ identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers’ status (from tenure-track academic peers to professionals). en
dc.publisher Taylor & Francis en
dc.relation.ispartofseries International Journal for Academic Development en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1360-144X/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The chameleon on a tartan rug: adaptations of three academic developers’ professional identities en
dc.type Journal Article en
dc.identifier.doi 10.1080/1360144X.2015.1047373 en
pubs.issue 3 en
pubs.begin-page 279 en
pubs.volume 20 en
dc.rights.holder Copyright: Taylor & Francis en
pubs.author-url http://www.tandfonline.com/doi/abs/10.1080/1360144X.2015.1047373 en
pubs.end-page 290 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 523141 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1470-1324 en
pubs.record-created-at-source-date 2016-03-08 en


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