Navigating the neo-academy: Experiences of liminality and identity construction among early career researchers at one Australian regional university

Abstract

Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data was collected from nine ECRs using online focus groups and analysed using a hybrid thematic approach. Key findings indicate that ECRs transition into the Academy post-doctorate with varying experiences of identity liminality that impact their capacity to manage research expectations. ECRs experiencing shorter periods of liminality are best positioned to manage the intensified expectations of academic life while ECRs experiencing persistent liminality and identity ‘struggle’ are more likely to perceive a diminished sense of achievement and support. These findings have significant implications for university leadership and research supervisors, in Australia and globally, regarding the ways they support ECRs to productively navigate the hyper-invigilated audit cultures of what we have termed the neo-academy.

The Malta Experience of Being a University Academic: A Thematic Narrative

“…Based on an empirical study in a Finnish context, Siekkinen, Pekkola [4] claim a picture of change and continuity in academic life -change in managerial attitude of control and evaluation and continuity in professional authority & academic identity. Managerialism, control and evaluation building the neoliberalist trend in HE [5][6][7][8] has long been flagged and continues as a hot topic [9][10][11][12]. Among others, this trend has led HE researchers to ask questions about how university academics cope, survive and thrive in this harsh environment to teach and engage in research development and publication.…”

“…She also reports "mental decoupling" and "manifest decoupling" in their struggle to survive and thrive. Larsen and Brandenburg [12] draw attention to the reduced transition time early career academics nowadays have for resolving the identity struggle and liminality that this transition brings with it. The transition from one career occupation to another takes time and besides different people experience such life transitions differently.…”

A Malta Experience of Being a University Academic: A Thematic Narrative

“…Picking up on cues such as those emphasised by Giroux [14,15], who for decades, has been cautioning about increasing managerialism, control, and evaluation leading to the corporatisation of HE, several researchers (such as Juusola [2], Nixon, Scullion [16], Larsen, and Brandenburg [17]) asked questions relating to how university academics cope and succeed in teaching, research, and publication within this changing HE environment. Based on empirical research in a Finnish context, Siekkinen and Pekkola [4] claim a picture of change and continuity in academic life: change in managerial attitudes of control and evaluation and continuity in professional authority and academic identity.…”

“…Additionally, Juusola [2] claims "mental decoupling" and "manifest decoupling" as a means to survive and thrive. Larsen and Brandenburg [17] draw attention to the reduced transition time early-career academics nowadays have at their disposal to resolve the identity struggle and liminality that the occupational transition brings with it. Gourlay [20] draws attention to emotional, ideological, and subjective struggles.…”