Navigating from industry to higher education: Practitioner transitions to academic life

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Fran Myers, Jacqueline Baxter, Helen Selby-Fell, Andrés Morales Pachón
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引用次数: 0

Abstract

In this paper, we entwine sympathetic concepts of liminality and workplace identity to capture processual, agential and emotional elements of transition for established professionals from other sectors taking up academic careers in a digitised UK business school. We undertake interpretative analysis of explicit and latent responses through three core themes exploring processes of transition, agencies of transition and emotions of transition through anonymised interviews conducted with 15 participants coming in from a variety of industrial and service roles. With a rationale of better understanding barriers and ambiguities experienced during times of transition, the paper considers perceptions of ambiguity and flux experienced by those undertaking second careers in the context of marketised higher education, arguing that coming in from a profession is complex and unsettling. The paper argues for greater institutional focus on improving perceptions of belonging, valorisation and recognition for those negotiating the ritual and contested space of transition, particularly in light of increasing collaboration between academia and practice and growing student numbers in this space. It concludes that in the light of continued policy decisions embracing rapid growth in apprenticeship and other practice-based degree programmes, university managers need active strategies to retain and develop those from industry and other professional backgrounds.

从工业到高等教育的导航:从业者过渡到学术生活
在本文中,我们将边缘性(liminality)和工作场所认同(workplace identity)的同情概念纠缠在一起,以捕捉来自其他行业的成熟专业人士在数字化的英国商学院从事学术生涯时的过渡过程、代理和情感因素。我们通过三个核心主题对显性和潜在反应进行解释性分析,通过对来自不同工业和服务角色的15名参与者进行匿名访谈,探索过渡过程、过渡机构和过渡情绪。为了更好地理解过渡时期所经历的障碍和模糊性,本文考虑了那些在市场化高等教育背景下从事第二职业的人所经历的模糊性和流动性的看法,认为从一种职业中进入是复杂和令人不安的。本文认为,对于那些在仪式和有争议的过渡空间进行谈判的人来说,更大的制度重点是提高对归属感、价值和认可度的认识,特别是考虑到学术界与实践之间的合作日益增加,以及这一领域学生人数的增加。报告的结论是,鉴于持续的政策决定支持学徒制和其他基于实践的学位课程的快速增长,大学管理者需要积极的策略来留住和培养那些来自工业和其他专业背景的学生。
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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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