The CV as a Symbol of the Changing Nature of Academic Life: Performativity, Prestige and Self-Presentation

Autor/in	Macfarlane, Bruce
Titel	The CV as a Symbol of the Changing Nature of Academic Life: Performativity, Prestige and Self-Presentation
Quelle	In: Studies in Higher Education, 45 (2020) 4, S.796-807 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macfarlane, Bruce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1554638
Schlagwörter	Resumes (Personal); Reputation; College Faculty; Generational Differences; Foreign Countries; Scholarship; Faculty Publishing; Role Perception; Self Concept; Educational Researchers; Teaching Experience; Employment Qualifications; Journal Articles; United Kingdom + Suchen Sie Ihr Suchwort? Lebenslauf; Fakultät; Ausland; Scholarships; Stipendium; Role conception; Rollenverständnis; Selbstkonzept; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Journal article; Zeitschriftenaufsatz; Großbritannien
Abstract	The effects of performativity in academic life are widely discussed and debated. Yet most analysis relies on conventional forms of empirical enquiry, notably interviews and questionnaires. The curriculum vitae (CV) is a comparatively neglected source of insight into the changing nature of academic life that offers a fresh insight. Drawing on the CVs of three generations of UK academics, this exploratory study analyses changing patterns of self-representation. While the CVs of scholars first academically active from the mid-1960s are largely a historical record, those of subsequent generations increasingly resemble a personal marketing tool. There has been an increase in the use of self-laudatory language, the presentation of evidence with respect to the impact of scholarship, and a shift in publication patterns towards the journal article. These trends, and others reported in this paper, appear to be related to the effects of performativity and contemporary understandings of academic prestige. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01