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Academic practice in transition: hidden stories of academic identities
Abstract
Academic work is becoming increasingly restrictive and controlled as tertiary institutions move towards a more corporate managerialistic mode of operating. This paper uses a narrative lens to explore the ways in which academic staff make sense of this new environment. In particular, it compares academic staff's stories of their worklife with the official organisation – representative stories promulgated by the university. The study examines the ways academic staff make sense of their workplace when the corporate stories no longer reflect their views of work, institution or personal values. Data gathered during a world café event depicts two constructions of academic identity and compares these private stories with the public stories provided by the university. The paper concludes by addressing some of the concerns inherent in the loss of plurality that occurs when tertiary institutions move towards an homogenised environment.
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“It has been said that universities have become more corporative, commercial and managerialist (Churchman and King 2009).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Churchman and King 2009
In the citing paper
“The changing higher education policy context and so called ' new managerialism ' , with its emphasis on accountability, control, productivity and efficiency, have resulted in the fragmentation of academic labour, harsh competition for funding, diminished autonomy, and increasing administrative duties (e.g. Churchman and King 2009; Kreber 2010; Ylijoki and Henriksson 2017).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Churchman and King 2009
In the citing paper
“Personal stories (Churchman and King 2009) or personal projects (Clegg 2008), often characterised by strong value orientations and a deep sense of engagement, do not always endorse the economic and managerial priorities set by institutions.”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Churchman and King 2009
In the citing paper
“The role of a teacher/researcher (academic manager), as defined by the institutional authoritative voice (Bakhtin 1981) or public story (Churchman and King 2009), does not ' fit ' with the I-position of a teacher (as a devoted helper and guide), as characterised by Anna.”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Churchman and King 2009
In the citing paper
“Furthermore, institutionally managed corporate stories, for example, with reference to demands for increased efficiency and productivity, do not fit and resonate with many of the personal stories, as this, and other research, has shown (e.g. Churchman and King 2009).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Churchman and King 2009
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References 19 · Cited by 119
Research works printed but not linked: 17
- 10.1108/09534810610686698 · DOI
- 10.1108/EUM0000000007299 · DOI
- 10.1080/02607470500043771 · DOI
- Connelly F., 1999, Shaping a professional identity: Stories of educational practice
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- Daniels T., 1997, Perspectives on organizational communication
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- Gabriel Y., 1999, Human Relations, 52, 179
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- Marginson S., 2000, Journal of Higher Education Policy and Management, 22, 1
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- Mumby D., 1994, Communication and power in organizations: Discourse, ideology and domination
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- Tierney W., 1996, Promotion and tenure: Community and socialization in academe
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Metadata
- Authors
- Churchman, D., & King, S.
- Affiliations
- University of South Australia (AU)
- Corresponding author
- King, Sharron
- ORCID
- King, Sharron
- Venue
- Teaching in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2009-10
- Volume
- 14
- Issue
- 5
- Pages
- 507-516
- ISSN
- 1356-2517 (ISSN-L)
- 1470-1294
- OpenAlex
- W2047278623
- Cited by
- 119
- References
- 19
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2023: 2 · 2022: 9 · 2021: 6 · 2020: 5 · 2019: 8 · 2018: 13 · 2017: 14 · 2016: 10 · 2015: 13 · 2014: 8 · 2013: 7 · 2012: 5
- FWCI
- 35.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching in Higher Education (publishedVersion)
- Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
- Topics
- Social Sciences › Education › Higher Education Governance and Development
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Management and Organizational Studies
- Social Sciences › Education › University Challenges and Reforms
- Keywords
- academic identity, academic work, managerialism in higher education, organizational culture, university faculty, World Café, university governance
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- CoChat. (2026). Citation check: Academic practice in transition: hidden stories of academic identities. https://app.cochat.ai/papers/10.1080/13562510903186675
- The paper
- Churchman, D., & King, S. (2009). Academic practice in transition: hidden stories of academic identities. Teaching in Higher Education. https://doi.org/10.1080/13562510903186675
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
