Pub Date : 2020-03-17DOI: 10.4337/9781788119191.00008
M. Antoniadou
This chapter defines early-career academics (ECAs) as those who have completed their PhD within the last five years (Laudel and Gläser, 2008); yet as explained in other chapters of this book, this definition has been strained due to the diversifying of pathways into academia. Whilst the PhD provides grounding in research, it does not seem to prepare ECAs to design and deliver high quality teaching, design curricula, use educational technologies, and engage with the broader community or develop leadership capacity. Higher education (HE) research demonstrated that ECAs feel insufficiently prepared for these extra responsibilities in the modern turbulent context (Matthews et al., 2014). For ECAs who pursue academic careers in the first five years following PhD completion, becoming a part of the academic culture involves a process of transition and adjustment (Bosanquet et al., 2016; Price et al., 2015). However, the transitory periods of entering the academic profession may appear similar to those of relocating to a new country’s university, which demonstrates, more broadly, the intensity and complexity of human experience as people cross multiple borders. For example, based on an ethnographic study, Barkhuizen (2002) characterised the transition of a British academic, who accepted his first academic position in a South African university as an iterative process of overlapping phases: conforming, coping, generating, opposing, and resisting (by actively participating in attempts to change the system). However, one of the study’s limitations was that these categories might resonate more with young, early-career academics who are also migrant academics, highlighting the similarities that these two groups may have.
本章将早期职业学者(eca)定义为那些在过去五年内完成博士学位的人(Laudel and Gläser, 2008);然而，正如本书其他章节所解释的那样，由于进入学术界的途径多样化，这一定义已经变得紧张。虽然博士学位为研究提供了基础，但它似乎并没有为eca设计和提供高质量的教学、设计课程、使用教育技术、参与更广泛的社区或培养领导能力做好准备。高等教育(HE)研究表明，在现代动荡的背景下，eca对这些额外的责任准备不足(Matthews et al.， 2014)。对于在博士毕业后的前五年从事学术事业的eca来说，成为学术文化的一部分需要一个过渡和调整的过程(Bosanquet et al.， 2016;Price et al.， 2015)。然而，进入学术职业的短暂时期可能与移居到一个新国家的大学的时期相似，这更广泛地表明，当人们跨越多个边界时，人类经历的强度和复杂性。例如，Barkhuizen(2002)基于一项民族志研究，将一位英国学者的转变描述为一个重叠阶段的迭代过程:顺从、应对、产生、反对和抵制(通过积极参与改变系统的尝试)。这位学者在南非大学接受了他的第一个学术职位。然而，该研究的局限性之一是，这些类别可能更能引起年轻的、职业生涯早期的学者的共鸣，这些学者也是移民学者，这突显了这两个群体可能存在的相似之处。
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Pub Date : 2019-01-16DOI: 10.4337/9781788119191.00015
M. Antoniadou, M. Crowder, J. Stewart
This article explores key roles and responsibilities undertaken by academics working in the UK higher education in relation to the student experience. Based on a case study of a large, modern university, we explore perceptions of three management roles that academics perform alongside their academic duties; namely programme leader, year tutor and personal tutor. Drawing on Brookfield’s (1995) four-lens framework, these roles are examined from multiple actors’ perspectives: students, peers, educational researchers, and autobiographical experiences. This study makes an important theoretical contribution by applying Brookfield’s four-lens framework not previously used in researching academic life, whilst empirically it offers insights into how each management role is enacted, and related to various aspects of the student experience. These unique theoretical and empirical insights have implications for enhancing the student experience and support academics into the enactment of management roles.
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Pub Date : 1900-01-01DOI: 10.4337/9781788119191.00007
{"title":"ENTERING ACADEMIA","authors":"","doi":"10.4337/9781788119191.00007","DOIUrl":"https://doi.org/10.4337/9781788119191.00007","url":null,"abstract":"","PeriodicalId":138484,"journal":{"name":"Modern Day Challenges in Academia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130863944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4337/9781788119191.00032
{"title":"Conclusion: time for a change","authors":"","doi":"10.4337/9781788119191.00032","DOIUrl":"https://doi.org/10.4337/9781788119191.00032","url":null,"abstract":"","PeriodicalId":138484,"journal":{"name":"Modern Day Challenges in Academia","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128630004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4337/9781788119191.00012
{"title":"DURING ACADEMIA","authors":"","doi":"10.4337/9781788119191.00012","DOIUrl":"https://doi.org/10.4337/9781788119191.00012","url":null,"abstract":"","PeriodicalId":138484,"journal":{"name":"Modern Day Challenges in Academia","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134333185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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