The chameleon on a tartan rug: adaptations of three academic developers' professional identities

This paper builds on discussions of academic developers' identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narra...

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Bibliographic Details
Published in:The international journal for academic development 2015-07, Vol.20 (3), p.279-290
Main Authors: Kensington-Miller, Barbara, Renc-Roe, Joanna, Morón-García, Susan
Format: Article
Language:English
Subjects:
Academic achievement
academic development
academic identity
Academic Rank (Professional)
Classification
College Faculty
Credibility
Cross Cultural Studies
Educational Development
England
Ethnography
Foreign Countries
Hungary
institutional lives
Learning
narratives
New Zealand
Professional Identity
Research Universities
Teacher Role
Teaching methods
Tenure
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Summary:This paper builds on discussions of academic developers' identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers' status (from tenure-track academic peers to professionals).
ISSN:1360-144X
1470-1324
DOI:10.1080/1360144X.2015.1047373