An academic perspective on research and being a researcher: an integration of the literature

Åkerlind, Gerlese S.

doi:10.1080/03075070701794775

Cited by 154 publications

(78 citation statements)

References 14 publications

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“…Swennen et al's (2010) model of teacher educators' sub-identities has been particularly helpful in analysing our own research findings. In relation to higher education, Akerlind (2008) provides a useful categorisation of understanding an academic identity which we draw on in the analysis: fulfilling academic requirements as an academic duty or stepping stone; personal development as a route to self-understanding; establishing oneself in the field via personal achievement and wider recognition; and making a difference: enabling broader change in order to benefit a larger community. Akerlind's study focused on academics' research identities, but we have found these categories equally relevant when considering landmarks in teaching.…”

Section: Methodology and Theoretical Frameworkmentioning

confidence: 99%

“…Looking at the interviews and living graphs overall, all Akerlind's (2008) four categories of academic identity could be seen in relation to teaching (see Fig. 1).…”

Section: Teachers Of Teachersmentioning

confidence: 99%

“…These quotes show a largely positive view of teaching which go beyond Akerlind's (2008) In the old university, such external acknowledgement, together with positive feedback from partner schools, could make up for a lack of internal recognition: in one case, for example, a (male) teacher educator had become a national trainer in his subject, which gave him a strong sense of being valued.…”

Section: Teachers Of Teachersmentioning

confidence: 99%

“…Personal development (Akerlind, 2008) came through as the strongest gain from the interview accounts. Teaching on masters' courses was a new challenge -'a totally new level' as one put it, 'that's made it necessary to do a lot more personal research for teaching… I feel a great need to remain very up to date and abreast of current research,'…”

Section: Teachers In Higher Educationmentioning

confidence: 99%

“…An example of this shift in identity or academic stepping stone (Akerlind, 2008) was described clearly by one interviewee:…”

Section: Teachers In Higher Educationmentioning

confidence: 99%

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Landmarks in the professional and academic development of mid-career teacher educators

Griffiths

Thompson

Hryniewicz

2013

European Journal of Teacher Education

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Section: Methodology and Theoretical Frameworkmentioning

confidence: 99%

“…Looking at the interviews and living graphs overall, all Akerlind's (2008) four categories of academic identity could be seen in relation to teaching (see Fig. 1).…”

Section: Teachers Of Teachersmentioning

confidence: 99%

Section: Teachers Of Teachersmentioning

confidence: 99%

Section: Teachers In Higher Educationmentioning

confidence: 99%

“…An example of this shift in identity or academic stepping stone (Akerlind, 2008) was described clearly by one interviewee:…”

Section: Teachers In Higher Educationmentioning

confidence: 99%

See 3 more Smart Citations

Landmarks in the professional and academic development of mid-career teacher educators

Griffiths

Thompson

Hryniewicz

2013

European Journal of Teacher Education

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From “Non‐encounters” to autonomic agency. Conceptions of patients with low back pain about their encounters in the health care system

Holopainen

Piirainen

Heinonen

et al. 2018

Musculoskeletal Care

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Low back pain is a considerable health problem which affects people around the world, causing major healthcare costs. The use of qualitative research methods enables us to describe and understand patients' experience of, and attitudes to, healthcare. The aim of the present phenomenographic study was to identify and describe the contextual nature of the conceptions of patients with low back pain of their encounters in the HCS. Seventeen patients with chronic or episodic low back pain classified as "high risk" were interviewed in open recall interviews, using videos of patients' initial physiotherapy sessions that had been recorded previously. The data were analysed using the phenomenographic method. Patients' conceptions of their clinical journey were formulated by a variety of themes: convincing care, lifestyle change, participation, reciprocality and ethicality of encounters. The themes varied in four categories: "non-encounters", seeking support, empowering collaboration and autonomic agency. The results showed a range of clinical interactions - from very negative and disempowering, to empowering and life changing. The key differences between the first and second categories were professionals "being present" and patients starting to understand their low back pain. Between the second and third category, the key aspects were strong therapeutic alliance and the active participation of the patient. Finally, the key differences between the third and fourth categories were the patient being in charge and taking responsibility while knowing that help was available if required. The results may help in improving the care of patients with low back pain.

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‘Getting them on board’: Musculoskeletal physiotherapists conceptions of management of persons with low back pain

Cosgrove

Hebron

2020

Musculoskeletal Care

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Objective Low back pain (LBP) is the leading cause of disability worldwide; however, the majority of LBP is non‐specific in nature with no clearly identifiable source of pain. Contemporary understanding of LBP highlights the multidimensional nature of LBP and as a result clinical practice and guidelines have evolved and advocate a multidimensional approach to managing persons with LBP. This change in understanding and practice provides challenges for physiotherapists and persons with LBP, many who have biomedical views. The aim of this study was to explore musculoskeletal physiotherapists conceptions towards the management of LBP. Method The research employed a phenomenographic inspired approach which aims to explore variations in conceptions, beliefs and understanding of a phenomenon. Six participants (physiotherapists) were interviewed via semi‐structured interviews to explore their experiences of managing persons with LBP and the data was analysed using a phenomenographic framework. Results Three main categories emerged from the participants descriptions: the perceived role of preferences and expectations, therapeutic alliance development and getting the person “on board”. Conclusion Participants descriptions implied a therapist centred view towards the care they provided for persons with LBP. The perceived role of expectations was a significant aspect within the participants descriptions of the management of LBP. Last, the participants described the perceived development of a therapeutic alliance. These categories suggest how the physiotherapists interviewed in this study conceive the management of LBP, and these findings will provide a greater understanding around the physiotherapy management of LBP.

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An academic perspective on research and being a researcher: an integration of the literature

Cited by 154 publications

References 14 publications

Landmarks in the professional and academic development of mid-career teacher educators

Landmarks in the professional and academic development of mid-career teacher educators

From “Non‐encounters” to autonomic agency. Conceptions of patients with low back pain about their encounters in the health care system

‘Getting them on board’: Musculoskeletal physiotherapists conceptions of management of persons with low back pain

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