Academic identity in a changing Australian higher education space: the higher education in vocational institution perspective

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Alice Sinclair, S. Webb
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引用次数: 2

Abstract

ABSTRACT This article explores the academic identities of college educators of higher education in vocational institutions. Qualitative semi-structured interviews generated data from eleven educators in five vocational education institutions. Discourse analysis revealed that educators distinguished their vocational institutions’ contributions to HE as different, but equal or superior to those of universities. Educators presented their culture and practices in advantageous ways, contrasted against imagined stereotypes of university experiences, which are perceived to be deficient for supporting the types of students they teach. In adopting academic identities that distinguish their cultures and practices from those presumed prevalent in universities, these educators seek parity of esteem with universities through distinctiveness, and reject research-focused academic identities and academic drift. In embracing teacherly identities supporting students rather than the research-teaching nexus, educators may be contributing to the ‘therapeutic turn’, diminishing opportunities for students, and furthering the vertical stratification of institutions within the Australian HE space.
变化中的澳大利亚高等教育空间中的学术认同:职业院校视角下的高等教育
摘要本文探讨了高职院校高校教育工作者的学术身份问题。定性半结构化访谈产生了来自五所职业教育机构的11名教育工作者的数据。话语分析表明,教育工作者认为职业院校对高等教育的贡献不同于大学,但与大学的贡献相同或优于大学。教育工作者以有利的方式展示他们的文化和实践,与想象中的刻板印象形成对比,这些刻板印象被认为在支持他们所教的学生类型方面是有缺陷的。在采用将自己的文化和实践与大学中普遍存在的文化和实践区分开来的学术身份时,这些教育工作者通过独特性寻求与大学平等的尊重,并拒绝以研究为中心的学术身份和学术漂移。在接受支持学生的教师身份而不是研究与教学的联系时,教育工作者可能会促成“治疗转向”,减少学生的机会,并进一步推动澳大利亚高等教育机构的垂直分层。
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来源期刊
International Journal of Training Research
International Journal of Training Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
20.00%
发文量
8
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