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Exploring Academic Identity in Collaborative Research

Datos Bibliográficos

ID4097355
AutoresBrenda Leibowitz (Stellenbosch University, autor de correspondencia), Clever Ndebele (0000-0002-4258-4812, University of Venda), Christine Winberg (0000-0001-6234-7358, Cape Peninsula University of Technology)
Año2014
Volumen39
Número7
Páginas1256-1269
Fecha de publicación2014-08-09
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2013.801424
OpenAlexW2138661222
IdiomaEN
Citas recibidas15
Referencias citadas44

This article reports on an investigation into the role of academic identity within collaborative research in higher education in South Africa. The study was informed by the literature on academic identities, collaborative research and communities of practice. It was located within a multi-site study, with involvement of researcher collaborators from eight South African higher education institutions. Eighteen academic development practitioners recorded their perceptions of their participation in one higher education research project. An analysis of the research team members' experiences of participating in the first phase of the research project lent credence to the factors influencing participants' academic identities. The study found that collaborative research provided potential for knowledge generation and personal and professional growth, but noted that in order to enable participation, attention needs to be paid to the interrelationship between researchers' academic individual and collective identities and their sense of expertise in the field of educational research.Keywords: academic identityexpertisecollaborative research AcknowledgementsThe writers express their recognition of the contributions from all the Context, Structure and Agency team members, as well as those who read and commented on various drafts.The South African National Research Foundation provided the financial support that made this project possible.Notes1. From the Gosling survey (2009) it is evident that academic development staff in South Africa draw on an extremely wide array of key texts to inform their work, for example.2. All team members' names are pseudonyms which reflect gender and, to a certain extent, language and ethnicity

Credence · Ethnic group · Higher education · Pedagogy · Political science · Public relations · Social science · Sociology · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education