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Forging identities: the experiences of probationary lecturers in the UK

Smith, J.

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Authors

J. Smith



Abstract

This article concerns itself with how academic identities may come to be formed. Taking a longitudinal approach, stories of the experiences of probationary lecturers have been gathered and analysed, to outline an emergent typology of academic socialisation. Whilst the stories are unique to individuals, and the broader context of their experience is key, some overarching trajectories through the probationary period emerged from the data. For some, the transition to academic life is unremarkable, and identity is untroubled. For others, this appears to be a more troublesome time and a good deal of dissonance is encountered: an academic identity is hard fought and felt to be forged in difficult circumstances. The ‘underlying game’ of UK higher education may thus be experienced as more confounding and inhospitable than we would hope. Attention to this ‘game’ and explaining the ‘rules’ may well be beneficial to new colleagues, smoothing a sometimes difficult journey.

Citation

Smith, J. (2010). Forging identities: the experiences of probationary lecturers in the UK. Studies in Higher Education, 35(5), 577-591. https://doi.org/10.1080/03075070903216650

Journal Article Type Article
Publication Date Jul 1, 2010
Deposit Date Apr 25, 2012
Publicly Available Date Aug 22, 2012
Journal Studies in Higher Education
Print ISSN 0307-5079
Electronic ISSN 1470-174X
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 35
Issue 5
Pages 577-591
DOI https://doi.org/10.1080/03075070903216650
Keywords Academic development, Academic work and identity, Career perception, Early career academics, Probation.

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