A Tribe Hidden in Plain Sight: The Ambiguous Role of the Instructor in a Caribbean University

Autor/inn/en	Blair, Erik; Briggs, Georgette
Titel	A Tribe Hidden in Plain Sight: The Ambiguous Role of the Instructor in a Caribbean University
Quelle	In: Journal of Higher Education Policy and Management, 41 (2019) 3, S.292-305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blair, Erik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2019.1596388
Schlagwörter	Teacher Role; College Faculty; Ambiguity (Context); Foreign Countries; Self Concept; Professional Identity; Occupational Information; Teaching Conditions; Faculty College Relationship; Lecture Method; Institutional Environment; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Lehrerrolle; Fakultät; Ausland; Selbstkonzept; Berufsinformation; Lehrbedingungen; Unterrichtsbedingungen; Trinidad und Tobago
Abstract	The unbundling of the higher education sector has led to an increase in the number of academic tribes. One such tribe is that of the 'instructor'. This paper examines how instructors at a university in Trinidad and Tobago are conceptualised at the institutional and individual level. Three data sources were examined: a document review of role descriptions as found in job adverts; quantitative self-perception data and qualitative data on perceptions of job roles. Analysis of the data shows that instructors undertake many of the same roles as lecturers but that this is not recognised in institutional documentation. This local analysis finds that instructors form an academic tribe whose activities appear to be hidden in plain sight. Such a position is likely to have managerial and/or policy implications leading to a re-examination of 'teaching-only' positions which may, in turn, result in a move back towards a re-bundled academic identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01