The Missing Measure? Academic Identity and the Induction Process

Autor/inn/en	Billot, Jennie; King, Virginia
Titel	The Missing Measure? Academic Identity and the Induction Process
Quelle	In: Higher Education Research and Development, 36 (2017) 3, S.612-624 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2017.1288705
Schlagwörter	Foreign Countries; College Faculty; Beginning Teachers; Beginning Teacher Induction; Professional Identity; Socialization; Performance Based Assessment; Teacher Role; Role Perception; Teacher Responsibility; Communities of Practice; Social Support Groups; Scaffolding (Teaching Technique); Faculty Development; Higher Education; Case Studies; Human Resources; Literature Reviews; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Junior teacher; Junglehrer; Socialisation; Sozialisation; Leistungsermittlung; Lehrerrolle; Role conception; Rollenverständnis; Lehrverpflichtung; Community; Social support; Soziale Unterstützung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Humankapital; Neuseeland
Abstract	The effectiveness of academic induction is under-monitored by higher education institutions (HEIs) despite growing evidence that some academics, facing increased expectations and rising accountability within higher education (HE), perceive a lack of support from their institution. In this paper, we argue that HEIs should follow the example of other sectors to promote socialisation through adequate and supportive scaffolding of the multiple responsibilities that new academics are required to take on. We offer a dual lens into the induction of early career academics in the contemporary university. Using corpus analysis techniques, we survey recent research into induction from the fields of HE studies and of human resources (HR). The HR literature displays a greater emphasis on organisational socialisation but also on performance measures. Secondly, drawing on an empirical study of researcher experiences within a measured and funding-directed environment, we surface the challenges faced by new academics and the tensions of juggling multiple roles and identities. We find that induction programmes that encourage and educate individuals to take responsibility for their socialisation can enhance positive outcomes. Paradoxically, traditional, one-size-fits-all, induction that focuses on the "doing" of academic practice leaves individuals unequally prepared for academic life. The empirical study findings echo claims in the literature that communities of practice can act to positively support newer academics. The induction challenge then is to provide personalised, professional scaffolding for scholarly development and to monitor its effectiveness, while seeking opportunities to build a more supportive academic culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01