Pracademics? Exploring transitions and professional identities in higher education

Bibliographic Data

ID4096880
AuthorsJill Dickinson (0000-0003-1471-869X, Sheffield Hallam University, corresponding author), Andrew Fowler (0000-0002-0164-9915, Sheffield Hallam University), Teri-Lisa Griffiths (0000-0002-5756-6596, Sheffield Hallam University)
Year2022
Volume47
Issue2
Pages290-304
Publication date2022-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2020.1744123
OpenAlexW3012019790
LanguageEN
Citations received39
References cited45

Within the context of a competitive UK Higher Education (HE) environment, this paper explores the transitions made by former or current practitioners who are now university academics, referred to in this study (and others) as ‘pracademics’. Drawing together the concepts of pracademia, academic selves and professional identity, this paper makes a tri-fold contribution. First, this case study examines pracademics’ perceptions from a post-1992, UK-based higher education institution (HEI) through collaborative reflexivity. Secondly, it suggests how pracademics’ professional self-identities can be fluid and context-dependent. Thirdly, it explores affinities and tensions between academia and practice, and identifies opportunities for building links between them. In doing so, the research makes a number of specific recommendations. The authors advocate for the recruitment of academics with practitioner experience and the facilitation of their effective transition into and within the HEI environment

Higher education · Mathematics education · Pedagogy · Political science · Professional development · Sociology · Higher Education and Employability · Higher Education Governance and Development · Higher Education Practises and Engagement · Psychology

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