Literaturnachweis - Detailanzeige
| Autor/in | Wakely, Luke |
|---|---|
| Titel | Does the Culture of Academia Support Developing Academics Transitioning from Professional Practice? |
| Quelle | In: Journal of Higher Education Policy and Management, 43 (2021) 6, S.654-665 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-080X |
| DOI | 10.1080/1360080X.2021.1905495 |
| Schlagwörter | College Faculty; Allied Health Personnel; Career Change; Vocational Adjustment; Foreign Countries; Organizational Culture; Socialization; College Instruction; Research; Faculty Development; Australia |
| Abstract | There has been a gradual shift towards vocational type courses in tertiary education, and subsequently an increasing trend in the employment of those experienced in their profession into academic positions. This paper will focus on the case study of allied health professionals employed under the assumption that people with clinical skills and experience will be able to transfer into academia. Yet the skills required in academia are different from clinical practice. Despite there being a paucity of research exploring this phenomenon, that which does exist suggests that academics transitioning from clinical practice may feel stressed, confused and disillusioned. They can also take many years to establish their academic career. A greater understanding of the transition process is needed, and support strategies for developing academics must be prioritised. These strategies need to be implemented at a systemic level in tertiary education institutions, but also at the individual level by the academics themselves. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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