Professional Identity in Higher Education
Professional Identity in Higher Education
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高等教育中的职业认同
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Drennan
中科院分区：
文献类型：
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作者：
M. Clarke;A. Hyde;J. Drennan
对高等教育的研究集中在多个领域，包括学术教师的价值观和集体身份，他们在高等教育治理中的角色，教师规范和社会化进程，以及高等教育变化对学术角色的影响。虽然许多作者主张在这类调查中应该使用的研究方法类型，但很少有人质疑学者是如何获得决定其职业身份的结构和想法的。以学科为基础的文化是教职员工身份和专业知识的主要来源，包括关于什么是已知的以及如何知道的假设，要执行的任务，有效表现的标准，出版模式，专业互动，以及社会和政治地位。然而，高等教育的变化增加了高等教育内部身份形成的进一步复杂性。职业认同不是一个稳定的实体，它是复杂的、个人化的、受语境因素塑造的。职业认同的概念因相互竞争的定义而变得复杂。在此背景下，本章将探讨以下领域：作为一种建构的职业认同；人们看待职业认同的不同方式；高等教育中职业认同与职业社会化之间的关系；以及网络在认同形成中所扮演的角色及其影响。本章还将讨论性别、中年职业学者、混合身份的出现以及高等教育中新的职业界限的发展。
Research in higher education has concentrated on a number of areas, which include the values and collective identities of academic faculty, their role in higher education governance, faculty norms and socialisation processes, and the impact of change in higher education on academic roles. While many authors advocate the types of research methodology that should be used in such investigations, few question how academics come to possess the constructs and ideas that inform their professional identity. Discipline-based cultures are the primary source of faculty members’ identity and expertise and include assumptions about what is to be known and how, tasks to be performed, standards for effective performance, patterns of publication, professional interaction, and social and political status. However, changes in higher education have added a further complexity to identity formation within higher education. Professional identity is not a stable entity, it is complex, personal, and shaped by contextual factors. The concept of professional identity is complicated by competing definitions. Against this background, this chapter will explore the following areas: professional identity as a construct; the different ways in which professional identity is viewed; the relationship between identity and professional socialisation in higher education; and the role played by networks and their impact on identity formation. This chapter will also consider gender; midlife career academics; the emergence of mixed identities; and the development of new professional boundaries within higher education.