Fragmented academic identity: lessons from defining academic practice

Gough, A.Martin (2010) Fragmented academic identity: lessons from defining academic practice. In: Society for Research into Higher Education Annual Conference, 14-16 Dec.2010, Celtic Manor, Newport, South Wales. (Unpublished) (Full text available)

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Abstract

There are strong claims that it is becoming harder for individuals trying to build an academic career to maintain a unitary academic identity for themselves. Explanations for this include the marketisation of higher education and the plethora of job roles, demanding 'flexibility' in working patterns. I use the opportunity to present an individual paper and take the audience through stages in conceptual analysis to explain how the ground for the fragmentary identity goes deeper, down to our understanding of academic practice as a concept. Standard moves in response to the problem of definition can reveal only so much. I look to theories about artistic and scientific practice to allow us to attain more enlightenment about trying to define academic practice and also to supply the ground for autonomy for practitioners, as freedom competently to direct their own work.

Item Type: Conference or workshop item (Paper)
Projects: [153] Defining ‘Academic Practice’ and developing and piloting profiling tools to log students’ progress in developing academic practice (University of Oxford Learning Institute)
Subjects: Q Science
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
B Philosophy. Psychology. Religion > BC Logic
B Philosophy. Psychology. Religion > BH Aesthetics
L Education > LB Theory and practice of education > LB2300 Higher Education
B Philosophy. Psychology. Religion > BD Speculative Philosophy
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Martin Gough
Date Deposited: 15 Feb 2011 15:38
Last Modified: 30 Nov 2011 09:45
Resource URI: http://kar.kent.ac.uk/id/eprint/26332 (The current URI for this page, for reference purposes)
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