Academic Identity and Communities of Practice: Narratives of Social Science Academics Career Decisions in Taiwan

Autor/in	Ching, Gregory Siy
Titel	Academic Identity and Communities of Practice: Narratives of Social Science Academics Career Decisions in Taiwan
Quelle	In: Education Sciences, 11 (2021), Artikel 388 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ching, Gregory Siy)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Professional Identity; Communities of Practice; College Faculty; Career Choice; Decision Making; Personal Narratives; Social Sciences; Role Conflict; College Administration; Neoliberalism; Doctoral Students; Mentors; Influences; Socialization; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Community; Fakultät; Decision-making; Entscheidungsfindung; Erlebniserzählung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Rollenkonflikt; College administrators; Hochschulverwaltung; Neo-liberalism; Neoliberalismus; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Influence; Einfluss; Einflussfaktor; Socialisation; Sozialisation; Ausland
Abstract	Academic identity is an important aspect of organizing an academic career. An academic identity is distinct and unique and can be defined as the core attitudes that determine how individuals approach the concept of work. In the current era of neoliberalism, changes to university governance in Taiwan have transformed working conditions and hiring practices in academia. Inevitably, role conflicts have emerged, and work stress within higher education institutions has increased. The current study summarizes the narratives of nine academics from the social sciences. The study is anchored in the concept that academic identity formation is rooted in the doctoral education stage. Using a qualitative narrative inquiry lens, interactions between different communities of practice during the doctoral education stage are analyzed, along with later career decisions and the role communities of practice play in those decisions. The findings show that doctoral mentors and fellows all contributed to the formation of a core academic identity, while later career decisions were equally affected by neoliberal policies. It is hoped that by recognizing the role of academic identity, administrators may be able to influence how academics adapt amidst the competing pressures within the academe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01