2. Developing an Academic Identity: Lead with “You”

2020 ◽  
pp. 18-23
Keyword(s):  
Academic Identity

Factor Structure of Students' Sense of Belonging and Academic Identity

2006 ◽  
Author(s):  
Tierra M. Freeman ◽  
Chris M. Mueller ◽  
Lynley H. Anderman
Keyword(s):  
Factor Structure ◽  
Sense Of Belonging ◽  
Academic Identity

scholarly journals Academic Identity and Communities of Practice: Narratives of Social Science Academics Career Decisions in Taiwan

2021 ◽  
Vol 11 (8) ◽  
pp. 388
Author(s):  
Gregory Siy Ching
Keyword(s):  
Communities Of Practice ◽  
Identity Formation ◽  
Doctoral Education ◽  
Academic Career ◽  
Career Decisions ◽  
Academic Identity ◽  
Hiring Practices ◽  
Role Conflicts ◽  
The Social

Academic identity is an important aspect of organizing an academic career. An academic identity is distinct and unique and can be defined as the core attitudes that determine how individuals approach the concept of work. In the current era of neoliberalism, changes to university governance in Taiwan have transformed working conditions and hiring practices in academia. Inevitably, role conflicts have emerged, and work stress within higher education institutions has increased. The current study summarizes the narratives of nine academics from the social sciences. The study is anchored in the concept that academic identity formation is rooted in the doctoral education stage. Using a qualitative narrative inquiry lens, interactions between different communities of practice during the doctoral education stage are analyzed, along with later career decisions and the role communities of practice play in those decisions. The findings show that doctoral mentors and fellows all contributed to the formation of a core academic identity, while later career decisions were equally affected by neoliberal policies. It is hoped that by recognizing the role of academic identity, administrators may be able to influence how academics adapt amidst the competing pressures within the academe.

Sustaining collegiality through the imperative of interdisciplinary practice

2009 ◽  
Author(s):  
Kathryn Hegarty
Keyword(s):  
Sustainable Development ◽  
Academic Identity ◽  
Ways Of Knowing ◽  
Education For Sustainability ◽  
Research Teams ◽  
University Departments ◽  
Interdisciplinary Practice ◽  
Disciplinary Practice ◽  
Global University ◽  
Developed World

Contemporary universities in the developed world face a plethora of increased – and changing – responsibilities. We are the global university, responsible for the production of worker citizens who will be 'prepared' for an extraordinarily diverse set of challenges across all facets of their lives. Much of our research concentration in the academy necessarily requires a plural, diverse approach to developing the appropriate capabilities for our students. Multidisciplinarity is the simple reality of the professional world. Universities have at their disposal sophisticated self-aware multidisciplinary practitioners. Or do they? How is multidisciplinarity perceived and understood in university departments and research teams? What are the tangible measures of successful multi-disciplinary practice? Drawing on a cultural studies framework, this paper will consider the challenges to academic identity and collegiality which reside in the assumed move to multiple ways of knowing in discovery and scholarship. How do we open to, and learn from, each others' disciplinary tools, traditions and epistemologies? How are such collegial approaches – concrete collegialities – embedded in our starting discipline? What are the understandings and limitations we face in seeking to move to a rich meaningful inter disciplinary practice? I will explore these questions in relation to the UN Decade on Education for Sustainability and Sustainable Development.

Constructing academic identity in the European higher education space: Experiences of early career educational researchers

2019 ◽  
Vol 19 (3) ◽  
pp. 247-268
Author(s):  
Sanja Djerasimovic ◽  
Marialuisa Villani
Keyword(s):  
Higher Education ◽  
Research Policy ◽  
Academic Identity ◽  
Early Career ◽  
Geographic Mobility ◽  
Academic Values ◽  
Professional Identification ◽  
Early Career Researchers ◽  
Entrepreneurial Spirit ◽  
European Higher Education

This exploratory paper presents insights from a qualitative interview-based study of the academic identity-building among a group of early career researchers working in the field of education across the European higher education space. Set against a policy background framed by the initiatives in European higher education and research policy, geared towards a production of a mobile, entrepreneurial researcher in pursuit of ‘valuable’ knowledge, the respondents’ narratives reveal individual complexity, but also emerging patterns of professional identification. We identify the traditional academic values of creating and sharing knowledge validated by an epistemic community, and pursuing autonomy and collegiality in research, as still dominant, however, find these interacting with the demonstration of a strong proactive, entrepreneurial spirit, and a lack of institutional attachment. The narratives indicate the availability of supportive, encouraging communities as being of high significance, and contest the notions of Europeanisation and the utility of geographic mobility in researchers’ identities. The paper discusses different types of academic identification driven by value orientation and social attachment that emerged from the early career researchers’ interviews, alongside pervasive issues around mobility raised in most narratives, and concludes with suggestions for further study.

scholarly journals Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

2016 ◽  
Vol 8 (2) ◽  
pp. 114 ◽  
Author(s):  
Said Aldhafri ◽  
Ibrahim Al-Harthy
Keyword(s):  
Undergraduate Students ◽  
Parenting Styles ◽  
Academic Identity ◽  
Identity Status ◽  
Future Research ◽  
Validity And Reliability ◽  
Identity Statuses ◽  
Reasonable Evidence ◽  
Explained Variance ◽  
The Relationship

<p>The current study examined the relationship between university students’ academic identity and their perceptions of their parents’ parenting styles among a sample of Omani students. Marcia’s (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was &amp; Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students’ academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.</p>

School Climate as a Link Between High School Black Males’ Math Identity and Outcomes

2020 ◽  
pp. 001312452093145
Author(s):  
Lawrence Jackson ◽  
Jesse Ford ◽  
Chélynn Randolph ◽  
Cydney Schleiden ◽  
DeAnna Harris-McKoy ◽  
...  
Keyword(s):  
High School ◽  
School Climate ◽  
Black Males ◽  
School Administrators ◽  
Academic Identity ◽  
Mediation Analyses ◽  
Math Scores ◽  
Study Results ◽  
Using Data ◽  
The Relationship

The association between students’ academic identity and their academic outcomes has been well-established. The importance of a positive school climate has also been widely documented. However, Black males experience factors that uniquely and collectively comprise their school climate. As such, the purpose of this study was to test the extent to which school climate mediated the relationships between math academic identity and math outcomes of Black males. Bootstrapping mediation analyses were conducted in a sample of students in the 11th grade ( n = 1,106) using data from the High School Longitudinal Study. Results indicated that students’ math identity was positively associated with math scores. Moreover, partial mediation was established, demonstrating that school climate partially explained the relationship between math identity and student outcomes. Implications of these findings for school administrators, teachers, and counselors are discussed.

scholarly journals In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer

2020 ◽  
Vol 8 (1) ◽  
pp. 85-93
Author(s):  
Alexandra Louise Sewell
Keyword(s):  
Identity Formation ◽  
Teaching Practice ◽  
Teaching Method ◽  
Academic Identity ◽  
Research Literature ◽  
Early Career ◽  
First Year ◽  
Teaching Excellence ◽  
Inquiry Based Learning ◽  
Self Study

This paper presents a Self-Study of my quest for a personal pedagogy as a HE lecturer in my first year of teaching. I experimented with the application of Inquiry Based Learning as a teaching method of active learning pedagogy. The influence of the experiences of choice and implementation of Inquiry Based Learning on the development of my academic identity are explored. The paper is theoretically grounded in accounts of academic identity formation put forth by Jenkins (1996), Danielewicz and Yem (2014) and King et al. (2014). Themes of identity, arising from experiences of pedagogical choice and teaching practice, were a need for conformity versus a desire for individualism, theoretical knowledge and paradigm adherence, pragmatic constraints and student – lecturer relationship and confidence. These themes are discussed in relation to existing Inquiry Based Learning research literature. With the publication of the first Teaching Excellence Framework (TEF) published in 2017, the paper makes a timely addition to the discourse of new lecturer’s experiences and the often-challenging process of initial academic identity formation. It also offers research into the effects of Inquiry Based Learning for the lecturer, whereas the outcomes for students have been mostly examined by previous literature.   

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