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'Playing the same game differently': constituting academic identities in four disciplines.

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Title: 'Playing the same game differently': constituting academic identities in four disciplines.
Authors: Xu, Linlin1,2 linlin.xu@auckland.ac.nz, Barrow, Mark2
Source: Higher Education (00181560). Oct2024, Vol. 88 Issue 4, p1645-1661. 17p.
Subject Terms: *College teachers, *Evaluation, Gross domestic product, Nurses, Medical personnel
Abstract: Whilst many studies have explored academic identity construction, very few take a comparative perspective to examine the various ways of constructing academic identities within and across different disciplines. This paper analyses a key policy document used for evaluating academics' performance along with semi-structured interviews with 37 academics from Chemical Sciences, Medical Sciences, Nursing and Education working in a research-intensive New Zealand university. The use of Foucault's theoretical construct of games of truth provides a novel perspective to investigate the ways in which academics in different disciplines play the academic 'game' and how this might affect their construction of an academic identity. Our analysis suggests that the path into academia is a key factor in their trajectory of academic formation. The study suggests three types of 'valid' academics. It problematises the standardised definition and evaluation of academics and offers contextualised, multiple, dynamic and agential understandings of being and becoming set up through the interplay of forces arising from disciplinary, institutional, professional and personal spheres. [ABSTRACT FROM AUTHOR]
Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: 'Playing the same game differently': constituting academic identities in four disciplines.
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  Data: <searchLink fieldCode="AR" term="%22Xu%2C+Linlin%22">Xu, Linlin</searchLink><relatesTo>1,2</relatesTo><i> linlin.xu@auckland.ac.nz</i><br /><searchLink fieldCode="AR" term="%22Barrow%2C+Mark%22">Barrow, Mark</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Higher+Education+%2800181560%29%22">Higher Education (00181560)</searchLink>. Oct2024, Vol. 88 Issue 4, p1645-1661. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Gross+domestic+product%22">Gross domestic product</searchLink><br /><searchLink fieldCode="DE" term="%22Nurses%22">Nurses</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel%22">Medical personnel</searchLink>
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  Data: Whilst many studies have explored academic identity construction, very few take a comparative perspective to examine the various ways of constructing academic identities within and across different disciplines. This paper analyses a key policy document used for evaluating academics' performance along with semi-structured interviews with 37 academics from Chemical Sciences, Medical Sciences, Nursing and Education working in a research-intensive New Zealand university. The use of Foucault's theoretical construct of games of truth provides a novel perspective to investigate the ways in which academics in different disciplines play the academic 'game' and how this might affect their construction of an academic identity. Our analysis suggests that the path into academia is a key factor in their trajectory of academic formation. The study suggests three types of 'valid' academics. It problematises the standardised definition and evaluation of academics and offers contextualised, multiple, dynamic and agential understandings of being and becoming set up through the interplay of forces arising from disciplinary, institutional, professional and personal spheres. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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