Skip to main content
Article thumbnail
Location of Repository

Influences on academics' approaches to development: voices from below

By Karin Crawford

Abstract

The purpose of this qualitative case study research was to explore faculty-based academics’ views on what influences their behaviours and attitudes towards their development. Informed by critical realist ontology, the data collection was carried out through narrative interviews with academics in two contrasting English Universities. Findings, or areas for reflection, have emerged about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as the significance of professional status; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of responding to the ‘voices from below’

Topics: X342 Academic studies in Higher Education
Publisher: Taylor & Francis (Routledge)
Year: 2010
DOI identifier: 10.1080/1360144X.2010.497669
OAI identifier: oai:eprints.lincoln.ac.uk:3119

Suggested articles

Citations

  1. (1999). Academic Capitalism: Politics, Policies, and the Entrepreneurial University. doi
  2. (2009). Academic Freedom: Essential Liberty or Extravagant Luxury?’ In
  3. (2005). Academic growth and development – How do university academics experience it? doi
  4. (2003). Academic roles and relationships.
  5. (2000). Being Human: The Problem of Agency. Cambridge: doi
  6. (2003). Beyond All Reason: Living
  7. (2001). Bridging Pedagogic Gaps: conceptual discontinuities in higher education. doi
  8. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: doi
  9. (2009). Contexts for teaching and the exercise of agency in early-career academics: perspectives from realist social theory. doi
  10. (2000). Critical Realism: The Difference it Makes. doi
  11. (2007). Dictionary of Critical Realism. doi
  12. (2007). Evaluating Academic Development in a Time of Perplexity. doi
  13. (2009). Forms of knowing and academic development practice. doi
  14. (2005). How HR professionals rate “continuing professional development”. doi
  15. (2002). Institutional Development and Professional Needs: Some Reflections.
  16. (2009). Introduction – Universities in Transition: Themes
  17. (2008). Knowledge, Higher Education, and the New Managerialism: The Changing Management of UK Universities. doi
  18. (2007). Making our Way through the World: Human Reflexivity and Social Mobility. Cambridge: doi
  19. (1992). Method in Social Science: A Realist Approach. (2nd Ed). doi
  20. (1982). Morphogenesis versus Structuration: On Combining Structure and Action. doi
  21. (1993). Narrative Analysis, London: Sage Publications Research Assessment Exercise (undated) RAE
  22. (1998). New Managerialism” and Higher Education: the management of performances and cultures doi
  23. (2008). Pedagogy and the University.
  24. (2003). Problematising Ourselves: Continuing Professional Development in Higher Education. doi
  25. (1994). Qualitative Data Analysis (2 nd ed.), London: Sage Publications Oakleigh Consulting Ltd.
  26. (2000). Realism and Educational Research: New Perspectives and Possibilities. doi
  27. (1995). Realist Social Theory. Cambridge: doi
  28. (2006). Research Game in Academic Life,
  29. (2003). Structure, Agency and the Internal Conversation. Cambridge: doi
  30. (2005). The Degradation of the Academic Ethic: Teaching, Research and the Renewal of Professional Self-Regulation. In

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.