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| Autor/in | Djerasimovic, Sanja |
|---|---|
| Titel | Exploring the Ways of Studying Academic Identity as a Dynamic Discursive Performance: The Use of Diary as a Method |
| Quelle | In: European Journal of Higher Education, 11 (2021), S.506-521 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Djerasimovic, Sanja) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2156-8235 |
| DOI | 10.1080/21568235.2021.2001349 |
| Schlagwörter | College Faculty; Professional Identity; Well Being; Diaries; Research Methodology; Interviews; Questionnaires; Educational Change; Educational Research; Data Collection; Qualitative Research; Data Analysis; Foreign Countries; United Kingdom |
| Abstract | As universities are undergoing transformations produced by trends towards marketisation, massification, new public management, and 'third mission' of socio-economic impact, higher education (HE) researchers are increasingly concerned with the implications of the HE sector change on academic practice, professional identities, and even wellbeing. This paper is situated within the complex interplay of policy incentives and governance mechanisms that appear to be resulting in the rising bifurcation and precariousness of academic careers and identities. In this context, drawing on a pilot study of 'third space' academic identities, and the methodology that combines work diaries and narrative interviews, it discusses the use(fulness) of (inter)action-, positionality-, and affect-driven methods in studying the academic identity construction. It argues that diverse methods that go beyond the usual interview- and questionnaire-based approaches are needed to better understand and support the existing and emergent academic practices and communities. (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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