Academic Identity in a Changing Australian Higher Education Space: The Higher Education in Vocational Institution Perspective

Autor/inn/en	Sinclair, Alice; Webb, Sue
Titel	Academic Identity in a Changing Australian Higher Education Space: The Higher Education in Vocational Institution Perspective
Quelle	In: International Journal of Training Research, 18 (2020) 2, S.121-140 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sinclair, Alice) ORCID (Webb, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2020.1824874
Schlagwörter	Educational Change; Professional Identity; College Faculty; Teacher Attitudes; Foreign Countries; Vocational Education; Discourse Analysis; Higher Education; Educational Attitudes; Universities; Educational Practices; Research; Teacher Student Relationship; Comparative Analysis; Institutional Characteristics; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Fakultät; Lehrerverhalten; Ausland; Ausbildung; Berufsbildung; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational attitude; Bildungsverhalten; Erziehungseinstellung; University; Universität; Bildungspraxis; Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01