The imagined and the real: identifying the tensions for academic identity
Open accessAbstract
Changes within the higher education sector have had significant effects on the identity of the individual academic. As institutions transform in response to government‐driven policy and funding directives, there is a subsequent impact upon the roles and responsibilities of those employed as educational professionals. Academic practices are changing as multiple roles emerge from the reshaping of academic work. Institutional pressures to produce specific research outputs at the same time as teaching and undertaking managerial/administrative responsibilities are creating tension between what academics perceive as their professional identity and that prescribed by their employing organisation. Reconciling this disconnect is part of the challenge for academics, who are now seeking to understand and manage their changing identity. Narratives obtained from research in a university with a polytechnic background and an institute of technology (aspiring to be a university), provide some subjective reflections for examining this issue.
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The current and ongoing changes and reforms in higher education have brought new demands and expectations to academic staff in terms of their roles and work.
“The current and on-going changes and reforms in the higher education sector have brought new demands and expectations to academic staff in terms of their roles and work (Billot 2010; McNaughton and Billot 2016).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
Continuing and unresolved conflicts and nonalignment between individuals' and organisations' expectations may result in resistance to institutional demands and hinder the development of a cohesive professional identity.
“However, continuing and unresolved conflicts and nonalignment between individuals ' and organisations ' expectations may result in resistance to institutional demands (Billot 2010) and hinder the development of a cohesive professional identity (Hermans 2001; Silver 2003).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
The revised institutional focus seems to clash with values held by many academics.
“In other words, as academics have to position themselves into a more corporatized, commercial and managerialist environment (Billot 2010; Churchman 2006), this revised institutional focus seems to clash with values held by many academics (Briggs 2007).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
Many academics feel they must pursue governmental and managerial aims rather than primarily scholarly objectives.
“Many academics feel they must pursue governmental and managerial aims rather than primarily scholarly objectives (Billot 2010).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
There is a growing divide between the perceived professional self and that prescribed by the organisation.
“It has been suggested that there is a growing divide between the perceived professional self and that prescribed by the organisation (Billot 2010).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
Changes in higher education pose not only threats but also opportunities for staff.
“Changes in higher education, however, pose, not only threats, but also opportunities for staff (Billot 2010).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
According to the dialogical approach, identity is narratively constructed.
“According to the dialogical approach, identity is narratively constructed (Wortham 2001) and the construction and development of identity always involves connecting the past, present and future (Billot 2010; Henkel 2000; Lee and Schallert 2016).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
The construction and development of identity always involves connecting the past, present and future.
“According to the dialogical approach, identity is narratively constructed (Wortham 2001) and the construction and development of identity always involves connecting the past, present and future (Billot 2010; Henkel 2000; Lee and Schallert 2016).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
When projecting her future 'possible self', Anna does not identify herself with a teacher I-position but rather sees herself in a position that enables her to actualise narrated characteristics.
“When she is projecting her future ' possible self ' (Billot 2010; Markus and Nurius 1987) she does not identify herself with a teacher I-position but rather sees herself in a position that enables her to actualise narrated characteristics.”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Billot 2010
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Cites
Identity learning: the core process of educational change
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“Identity becomes a process of development (Giddens, 1991; Henkel, 2000), which Whitchurch (2008) explains (through reference to Giddens, 1991) as having an ability to mature as the individual interprets, adapts and remodels behaviour.”
BackgroundInfluential
Flagged first, then by citations
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Tensions and striving for coherence in an academic’s professional identity work
Arvaja, M. (2018) · Teaching in Higher Education · doi:10.1080/13562517.2017.1379483 · Cited by 51 · see citing works
“As a result, the components of the individual’s identity ‘emerge from the imagined and projected as well as the real’ (Billot 2010, 712).”
BackgroundMethodInfluential
- Authors
- Billot, J.
- Affiliations
- Auckland University of Technology (NZ)
- Corresponding author
- Billot, Jennie
- ORCID
- Billot, Jennie
- Venue
- Higher Education Research & Development
- Publisher
- Informa UK Limited
- Published
- 2010-11-05
- Volume
- 29
- Issue
- 6
- Pages
- 709-721
- ISSN
- 0729-4360 (ISSN-L)
- 1469-8366
- OpenAlex
- W2090931201
- Cited by
- 290
- References
- 1
- Citations by year
- 2026: 25 · 2025: 11 · 2024: 21 · 2023: 33 · 2022: 21 · 2021: 20 · 2020: 28 · 2019: 20 · 2018: 21 · 2017: 23 · 2016: 23 · 2015: 9 · 2014: 11 · 2013: 12 · 2012: 9
- FWCI
- 47.79
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Higher Education Research & Development (publishedVersion)
- Tuwhera (Auckland University of Technology) (submittedVersion)
- Topics
- Social Sciences › Political Science and International Relations › Higher Education Governance and Development
- Social Sciences › Education › University Challenges and Reforms
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Management and Organizational Studies
- Keywords
- academic identity, professional identity, higher education institutions, institutional change, academic work
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