Exploring the identities of blended professionals in higher education

This chapter draws on two independent research studies exploring blended professionals’ identity: (1) a thematic analysis of 15 interviews with blended professionals in 5 UK universities with different missions and (2) an IPA analysis of 8 interviews in 3 UK universities (Post/Pre 1992) exploring the perceptions of a specific group of blended professionals. We explore factors affecting blended professionals’ identities as they transition in/between two different spaces, how they articulate professionalism and professional identity and negotiate it in an academic context. The qualitative research demonstrates university policymakers’ responsibility to ensure clear expectations and enable access to professional development to support blended professionals’ initial transition and subsequent career development. What do HE professional development leaders need to consider regarding curriculum content, enabling professional identities to be (re-) framed and acknowledging practice expertise? Can professional development build new communities of practice? Finally, we consider how academics/colleagues create a sense of identity and belonging and reflect on the inter-relationships between these three aspects. This matters as a university’s reputation and interests are best served through holistic professional development to develop credibility and expertise.