Developing professional identities: remaking the academic for corporate times

Hatcher, Caroline; Meadmore, Daphne; McWilliam, Erica

doi:10.1080/14681369900200050

Cited by 17 publications

(4 citation statements)

References 8 publications

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“…Of fundamental value in the context of the study that has stimulated this paper is that narrative offers the potential to explore both academic context and practice as well as capture personal and contextual dimensions of lived experience. These aspects are crucial in attempting to understand the development of academic careers (Hatcher, Meadmore, & McWilliam, 1999;Jones, 2011) and the experiences of ECAs more specifically (Bazeley, 2003;Kirk, 2014). Further, narrative enables researchers to incorporate the stories of a number of individuals while 'keeping the individual's experience intact' (McAlpine & Amundsen, 2015, p. 3).…”

Section: Narrative Inquirymentioning

confidence: 99%

“…While we had certainly hoped it would be the case based on previous research (e.g., Coulter & Smith, 2009;Hatcher et al, 1999;Jones, 2011;McAlpine & Amundsen, 2015;Neumann, 2006) and our resulting methodological choices, of great interest to us was the degree of interaction and the emotional reactions generated through the ECA contributions, the ECA reflections on the composite letters and the ECA responses to the professorial letters. It is worthwhile spending a little more time now on our steps and potential missteps with narrative and the field.…”

Section: Provocation Of the Professors' Lettersmentioning

confidence: 99%

“…There was one ECA who felt a little too exposed by one of the letters and one ECA who did not feel represented in any of the letters at all (despite a number of sections being paraphrased or taken directly from their original contribution). All three of these concerns raised relate to the notions of representation (Sparkes, 1992) and professional identity (Hatcher et al, 1999) in some way. In two cases it was about not feeling sufficiently represented (or at least represented in the right way) and in the other it was about being too identifiable in the ECA representations.…”

Section: Sweden)mentioning

confidence: 99%

“…Foremost amongst these, however, seems to be that neophyte academics are considered to be the most vulnerable in the system and therefore the first to feel, and the least able to cope with, the additional stresses and pressures (Laudel & Gläser, 2008) associated with the neoliberal university (Ball, 2012;Sparkes, 2007). There have been multiple calls in the wider higher education literature for greater empirical attention to be paid to understanding how ECAs, and indeed all academics, produce, negotiate and resist neoliberal discourses (Dowling, 2008;Giroux, 2002;Hatcher, Meadmore & McWilliam, 1999;Kirk, 2014;Shore, 2010;White, 2004). There is a small but growing body of literature about becoming and being an academic in the physical education and sport pedagogy (PESP) field of inquiry (e.g., Casey & Fletcher, 2012;Dodds, 2005;Sirna, Tinning, & Rossi, 2008;Williamson, 1993).…”

Section: Introductionmentioning

confidence: 99%

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Researching up and across in physical education and sport pedagogy: methodological lessons learned from an intergenerational narrative inquiry

Rynne

Enright

Alfrey

2016

Sport, Education and Society

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Of issue in this paper are the ways in which different forms of narrative may be of value in undertaking research in potentially thorny situations. The project that inspired this paper saw 30 Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) from more than 20 universities across Australasia, North America and Europe, provide narrative accounts of their ongoing academic experiences. From these stories, three letters seeking advice and guidance from leaders in the field were constructed. Following further feedback from the ECAs, the three letters were sent to 11 professors in the PESP field with a request to respond, also in letter form. The composite letters and the professorial responses were then the subject of a symposium at an international PESP conference. While the larger project engages with questions of being and becoming an academic in the neoliberal university, this paper is primarily concerned with methodological issues, including our concerns about steps and missteps with narrative, inquiry and the field. More specifically, the focus is on narrative as both the method and phenomena of study. As such, we consider issues associated with using dialogue as data, the provocation of participants, as well as both the presentation and representation of data and the relative power of the participants. In doing so, we critically engage with issues of anonymity (or lack thereof), the practice of 'researching up' and finally reach the conclusion that the careful approach to data generation, treatment and presentation necessitated by this project, should be a more regular feature of all qualitative inquiry.

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Section: Narrative Inquirymentioning

confidence: 99%

Section: Provocation Of the Professors' Lettersmentioning

confidence: 99%

Section: Sweden)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Researching up and across in physical education and sport pedagogy: methodological lessons learned from an intergenerational narrative inquiry

Rynne

Enright

Alfrey

2016

Sport, Education and Society

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Trickster’s Triumph: Donald Trump and the New Spirit of Capitalism

Krause-Jensen

Martin

2018

Magical Capitalism

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“Singing Up the Second Story”: Acts of Community Development Scholar “Delicate Activism” Within the Neoliberal University

Westoby

Shevellar

2018

Palgrave Critical University Studies

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Aims of the Palgrave Critical University Studies SeriesUniversities everywhere are experiencing unprecedented changes and most of the changes being inflicted upon universities are being imposed by political and policy elites without any debate or discussion, and with little understanding of what is being lost, jettisoned, damaged or destroyed. The over-arching intent of this series is to foster, encourage, and publish scholarship relating to academia that is troubled by the direction of these reforms occurring around the world. The series provides a much-needed forum for the intensive and extensive discussion of the consequences of ill-conceived and inappropriate university reforms and will do this with particular emphasis on those perspectives and groups whose views have hitherto been ignored, disparaged or silenced. The series explores these changes across a number of domains including: the deleterious effects on academic work, the impact on student learning, the distortion of academic leadership, and the perversion of institutional politics. Above all, the series encourages critically informed debate, where this is being expunged or closed down in universities.

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Developing professional identities: remaking the academic for corporate times

Cited by 17 publications

References 8 publications

Researching up and across in physical education and sport pedagogy: methodological lessons learned from an intergenerational narrative inquiry

Researching up and across in physical education and sport pedagogy: methodological lessons learned from an intergenerational narrative inquiry

Trickster’s Triumph: Donald Trump and the New Spirit of Capitalism

“Singing Up the Second Story”: Acts of Community Development Scholar “Delicate Activism” Within the Neoliberal University

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