scholarly journals Developing an Academic Identity Using the Cognitive Apprenticeship Model

2020 ◽  
Vol 5 (2) ◽  
pp. 134-139
Author(s):  
Micki Caskey ◽  
Karen Swanson
Keyword(s):  
Academic Identity ◽  
Cognitive Apprenticeship ◽  
Early Career ◽  
Women Faculty ◽  
Career Women ◽  
Academic Identities ◽  
Apprenticeship Model

In this essay, we describe how the cognitive apprenticeship model serves as a framework for mentoring early-career women faculty into the professoriate. We illuminate our ideas using the metaphor of a kaleidoscope to inspire and support women faculty as they grow as academic writers and build their academic identities.   

The Politics of Dissertation Advising: How Early Career Women Faculty Negotiate Access and Participation

2011 ◽  
Vol 37 (3) ◽  
pp. 227-242 ◽  
Author(s):  
L. Earle Reybold ◽  
S. David Brazer ◽  
Lynne Schrum ◽  
Kirsten W. Corda
Keyword(s):  
Early Career ◽  
Women Faculty ◽  
Career Women

scholarly journals Emerging Neoliberal Academic Identities: Looking Beyond Homo economicus

2021 ◽  
Author(s):  
Claire Skea
Keyword(s):  
Higher Education ◽  
Academic Identity ◽  
Early Career ◽  
Good Work ◽  
Homo Economicus ◽  
Academic Identities ◽  
Neoliberal Governmentality ◽  
Efficiency And Effectiveness ◽  
The University

AbstractIn this article, I deal with the notion of ‘academic identity’ holistically, seeking to bring together the teacher and researcher roles of academics in the neoliberal university. The article begins from the perspective of early-career academics who occupy the majority of fixed-term, teaching-only contracts in Higher Education, arguing that such casualisation of academic labour entrenches the role of the academic as Homo economicus. Drawing on the work of Foucault, I demonstrate how a neoliberal governmentality is now not only exerted upon academics from without, but increasingly they are subjecting themselves to the logic of efficiency and effectiveness too. The neoliberal governmentality of the university thus influences and shapes academic subjectivities, such that what it means to be an academic is confined to this marketised logic. Despite the pressures placed on academics to ‘produce’ measurable outputs and demonstrate their impact, I argue that moving beyond Homo economicus is possible, arguing instead for a re-claiming of ‘the academic’ as Homo academicus. The idea of Homo academicus can only be supported when three conditions are present: collegiality is afforded greater importance than competition; the discourses of ‘productivity’ and performativity are balanced against simply ‘doing good work well’ (Pirrie in Virtue and the quiet art of scholarship, Routledge, London, 2019), and; academics are mindful to practice the ‘quieter’ intellectual virtues, including the virtue of ‘unknowing’ (Smith in J Philos Educ 50:272–284, 2016).

scholarly journals Development of an Innovative Career Development Program for Early-Career Women Faculty

2019 ◽  
Vol 8 ◽  
pp. 216495611986298 ◽  
Author(s):  
Suzanne C Danhauer ◽  
Janet A Tooze ◽  
Natalie AM Barrett ◽  
Jamie S Blalock ◽  
Carol A Shively ◽  
...  
Keyword(s):  
Career Development ◽  
Conflict Management ◽  
Medical Center ◽  
Academic Medical Center ◽  
Development Program ◽  
Early Career ◽  
Women Faculty ◽  
Career Women ◽  
Women In Medicine ◽  
Career Development Program

Objective Our institutional Women in Medicine & Science Program (formerly the Office of Women in Medicine and Science) developed the Early Career Development Program for Women to promote the careers of women faculty. At 6 monthly sessions, participants learn relevant content (imposter syndrome, strengths, change style, career management, assertive communication, feedback, personal influence, conflict management, negotiation, importance of mentors, resilience, and self-care); exchange ideas; and expand their professional networks. Here, we report changes in participants’ career skills/knowledge, confidence, and perceptions of the current environment after attending the program. Method Between 2014 and 2017, participants (N = 65) completed pre- and post-program surveys that assessed career knowledge and skills, confidence, and perceptions of the current environment and provided program feedback. Results Most skills showed pre–post significant improvement. The greatest increases occurred in knowing paths to promotion, tailoring communication style, ability to manage conflict, and ability to handle personal–professional role balance. Women reported a significant increase for all items measuring confidence. Among these items, establishing networks, understanding institutional culture, providing feedback, motivating others, strategic planning, delegating, and conflict management had the largest increases. Overall, 89.3% of respondents rated the program impact as very strong/profound, 98.5% rated the concepts as essential, 95.2% rated the skills as essential, and 90.8% rated the sense of community with women in their class as very/extremely close. Conclusions Work-related skills/knowledge, confidence, and perceptions of the current environment increased significantly among program participants. These early-career women faculty indicated that the program augmented the skills needed to develop their careers in an academic medical center.

Is it always this cold? Chilly interpersonal climates as a barrier to the well-being of early-career women faculty in STEM

2019 ◽  
Vol 38 (2) ◽  
pp. 226-245 ◽  
Author(s):  
Kathi N. Miner ◽  
Samantha C. January ◽  
Kelly K. Dray ◽  
Adrienne R. Carter-Sowell
Keyword(s):  
Design Methodology ◽  
Well Being ◽  
Early Career ◽  
Women Faculty ◽  
Online Surveys ◽  
Career Women ◽  
Content Type ◽  
Academic Fields ◽  
Science Technology ◽  
Stem Faculty

PurposeThe purpose of this project was to examine the extent to which early-career women faculty in science, technology, engineering and math (STEM) experience working in a chilly interpersonal climate (as indicated by experiences of ostracism and incivility) and how those experiences relate to work and non-work well-being outcomes.Design/methodology/approachData came from a sample of 96 early-career STEM faculty (Study 1) and a sample of 68 early-career women STEM faculty (Study 2). Both samples completed online surveys assessing their experiences of working in a chilly interpersonal climate and well-being.FindingsIn Study 1, early-career women STEM faculty reported greater experiences of ostracism and incivility and more negative occupational well-being outcomes associated with these experiences compared to early-career men STEM faculty. In Study 2, early-career women STEM faculty reported more ostracism and incivility from their male colleagues than from their female colleagues. Experiences of ostracism (and, to a lesser extent, incivility) from male colleagues also related to negative occupational and psychological well-being outcomes.Originality/valueThis paper documents that exposure to a chilly interpersonal climate in the form of ostracism and incivility is a potential explanation for the lack and withdrawal of junior women faculty in STEM academic fields.

Does gender really matter? A closer look at early career women in construction

2021 ◽  
pp. 1-18
Author(s):  
Rita Peihua Zhang ◽  
Sarah Holdsworth ◽  
Michelle Turner ◽  
Mary Myla Andamon
Keyword(s):  
Early Career ◽  
Career Women

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 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.   

WhatsApp Generation in Zoom University: Online Pedagogical Challenges and Innovations

2022 ◽  
pp. 0258042X2110694
Author(s):  
Divya Aggarwal ◽  
Varun Elembilassery
Keyword(s):  
Online Teaching ◽  
Management Education ◽  
Qualitative Interviews ◽  
Cognitive Apprenticeship ◽  
Jel Classification ◽  
Theoretical Underpinning ◽  
Online Mode ◽  
Early Evidence ◽  
Apprenticeship Model ◽  
Practical Implications

Management education has undergone significant changes owing to the COVID-19 pandemic. The classroom delivery has moved from an offline mode to a completely online mode, unravelling many pedagogical challenges and constraints. This study explores the pedagogical challenges faced by academicians and the innovative remedial measures adopted by them. This study follows an inductive approach using qualitative interviews and uses the cognitive apprenticeship model as the theoretical underpinning. Findings indicate that all domain aspects of the cognitive apprenticeship model are not equally relevant in an online teaching scenario compared to offline teaching. Findings also indicate that the interpersonal and communicational aspects of the learning environment have gained more prominence in online teaching. This article contributes to the existing literature by bringing early evidence on the challenges and innovations in online teaching. In addition, this study also contributes to the understanding of the cognitive apprenticeship model in an online scenario. Even though the scope of the study was limited to academicians from the finance and accounting area, the findings are globally relevant. They have practical implications for other disciplines as well. JEL Classification Codes: M0, I20, I29, Y7

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