The development of identity, agency and community in the early stages of the academic career

Sutherland, Kathryn; Taylor, Lynn

doi:10.1080/1360144x.2011.596698

Cited by 27 publications

(13 citation statements)

References 1 publication

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“…However, in order to gain experience, security of jobs is important. ECAs are mostly in non-permanent position (Matthews, Lodge, & Bosanquet, 2014;Sutherland & Taylor, 2011) and this might be an unfavourable predicament as far as career advancement is concerned.…”

Section: Practical Implicationsmentioning

confidence: 99%

Impact of demographic variables on emotional intelligence levels amongst a sample of early career academics at a South African higher education institution

Marembo¹,

Chinyamurindi²

2018

SA j. hum. resour. manag.

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Orientation: Emotional intelligence (EI) is highlighted by the literature as an important attribute that enables an individual to cope with changes and pressures in the work environment and subsequently yields consistent performance. However, some scholars debate the role of demographic diversities and their impact on levels of EI amongst individuals.Research purpose: This study examined the influence of demographic variables on EI levels amongst early career academics (ECAs).Motivation for the study: The study interrogates demographic variables and EI, two issues important in the 21st-century workforce setting. The relationship between the two may be of value to the debate surrounding the success of early career professionals in the higher education sector. The success of ECAs should be of importance to institutions of higher learning.Research approach/design and method: A quantitative approach was followed in conducting the study. Data were collected from a sample of 220 ECAs in a selected university in South Africa. A self-administered questionnaire was sent to the participants using SurveyMonkey online data collection tool. EI was measured using the Schutte Emotional Intelligence Scale.Main findings: Significant EI level differences were observed based on the participants’ ethnic background. However, no significant differences in EI levels could be found based on the respondents’ gender, age and work experience.Practical/managerial implications: The findings may be relevant to career management and human resources forecasting.Contribution/value-add: The study adds to the literature on EI and career success of early career professionals.

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Section: Practical Implicationsmentioning

confidence: 99%

Impact of demographic variables on emotional intelligence levels amongst a sample of early career academics at a South African higher education institution

Marembo¹,

Chinyamurindi²

2018

SA j. hum. resour. manag.

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“…This identity is in turn transformed in a teaching context and culture that influences and is influenced by it. The new culture that is generated (Sutherland, & Taylor, 2011) is also vital in any educational innovation, responding to a series of decisions on the part of the members that constitute it (Pearson, 2010). In these decisions, not only are the circumstances and the rules of external change important (Pearson, 1993) as in this case of the EHEA, but the interpretations of them and the decisions that are taken in the groups that are involved, which makes this process so unique (Witte, Van der Wende, & Huisman, 2008).…”

Section: Introductionmentioning

confidence: 99%

The integrated curriculum, university teacher identity and teaching culture: the effects of an interdisciplinary activity

Sáez¹,

Sancho²

2017

J. New Approaches Educ. Res.

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The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teaching culture in the Degree in Social Education at the University of the Basque Country (UPV/ EHU). This understanding of the curriculum is a seminal change for teaching staff and affects their professional identity by encouraging co-responsibility throughout the process. Communicative methodology is employed, which assists in the integration of the people in the investigation, so that they form part of the process of study under equal terms. The production of data was done through in-depth interviews, discussion groups, and documental analysis. The Interdisciplinary Activity Module (IAM) was developed in small groups, of 12-15 individuals, through active methodologies, and the university teachers needed to incorporate it into their discourse and relations with other colleagues and with their students. The results show that an integrated curriculum provides a worthwhile training opportunity to achieve learning of greater significance and depth, and that it happens through changes in their ways of relating and acting as teachers.

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“…From a somewhat different perspective similar issues have been approached from a policy standpoint because the academic workforce is acknowledged to be in transition for the purposes of planning for the future workforce in higher education (Bexley et al 2011 ;Blass et al 2010 ;Locke and Bennion 2010 ). A particular concern in this regard has been the preparation and development of early career academics and the problems that can arise for the development of an academic identity as a consequence of the growth of precarious part-time employment and the decline of tenure track and equivalent career paths into the academic profession (Sutherland and Taylor 2011 ). The formation of identity in early career academics emphasises the social and situated nature of their role: Across disciplines, institutions, and national boundaries, the formation of an academic identity, and the sense of agency that motivates academics to live and develop that identity were mediated by the departmental and institutional cultures in which they pursued their work.…”

Section: Discussionmentioning

confidence: 99%

“…These new para-academics are sometimes employed in technical positions e.g. learning technologists, but they also include academic developers and enhanced forms of librarians dealing with digital and network technologies (Sutherland and Taylor 2011 ;Hudson 2009, Conole et al 2007 ). In the UK the Dearing Report (Dearing 1997 ) a study of administrative and support staff (Report 4) identifi ed a group of jobs with some common characteristics.…”

Section: Disciplines Scholarship and Digital Technologymentioning

confidence: 99%

Networked Learning

Jones¹

2015

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The development of identity, agency and community in the early stages of the academic career

Cited by 27 publications

References 1 publication

Impact of demographic variables on emotional intelligence levels amongst a sample of early career academics at a South African higher education institution

Impact of demographic variables on emotional intelligence levels amongst a sample of early career academics at a South African higher education institution

The integrated curriculum, university teacher identity and teaching culture: the effects of an interdisciplinary activity

Networked Learning

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