TY - JOUR
T1 - Transitioning identities in professional education
T2 - an appreciative enquiry
AU - Campbell, Louise
AU - Cantali, Di
AU - Doig, Nikki
AU - Hulme, Sarah
AU - Kanaki, Argyro
AU - Robertson, Shona
AU - Syme-Smith, Lorraine
AU - Waghorn, Lina
N1 - © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024/10/16
Y1 - 2024/10/16
N2 - Higher education lecturers who have moved into teaching on professional education programmes from careers in professional practice are an under-researched group. Questions related to self-concept combined with wider social and sectoral issues relating to perceptions about the nature and purpose of higher education can affect the development of their new professional identity. Building on previous research into the experiences of new and developing academics, the research reported here sought to gain an understanding of the experiences and dispositions that contribute to shaping professional identity for those who have moved from professional practice into teaching roles in higher education within an education and social work faculty. Utilising an Appreciative Inquiry model, the objective of this research was to better understand participants’ professional perspectives and needs. Findings are organised around three areas: i) the importance of values and goals as catalysts for identity change, ii) the role of social and professional perceptions that impinge on (in)security of identity, and iii) the sense that academic identity development is an iterative and elastic process. These findings suggest the need for future research that engages with exploring how best to promote and nurture productive and satisfying academic careers for those moving between professional and professional education contexts.
AB - Higher education lecturers who have moved into teaching on professional education programmes from careers in professional practice are an under-researched group. Questions related to self-concept combined with wider social and sectoral issues relating to perceptions about the nature and purpose of higher education can affect the development of their new professional identity. Building on previous research into the experiences of new and developing academics, the research reported here sought to gain an understanding of the experiences and dispositions that contribute to shaping professional identity for those who have moved from professional practice into teaching roles in higher education within an education and social work faculty. Utilising an Appreciative Inquiry model, the objective of this research was to better understand participants’ professional perspectives and needs. Findings are organised around three areas: i) the importance of values and goals as catalysts for identity change, ii) the role of social and professional perceptions that impinge on (in)security of identity, and iii) the sense that academic identity development is an iterative and elastic process. These findings suggest the need for future research that engages with exploring how best to promote and nurture productive and satisfying academic careers for those moving between professional and professional education contexts.
KW - academic identity
KW - academic practice
KW - professional development
KW - professional education
KW - appreciative inquiry
U2 - 10.1080/13596748.2024.2403822
DO - 10.1080/13596748.2024.2403822
M3 - Article
SN - 1359-6748
JO - Research in Post-Compulsory Education
JF - Research in Post-Compulsory Education
ER -