It "Made Me Who I Am": Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans' Application and Development of Academic Identity

Autor/in	Stovin, Derek
Titel	It "Made Me Who I Am": Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans' Application and Development of Academic Identity
Quelle	In: Canadian Journal of Higher Education, 52 (2022) 3, S.59-72 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Deans; College Administration; Professional Identity; Administrator Role; Leadership; Higher Education; Administrator Attitudes; Foreign Countries; Organizational Culture; Leadership Styles; Ideology; Canada + Suchen Sie Ihr Suchwort? Dean; Dekan; College administrators; Hochschulverwaltung; Führung; Führungsposition; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Unternehmenskultur; Führungsstil; Ideologie; Kanada
Abstract	Interpretive and narrative research approaches, the experiences of academic administrators other than deans, chairs, and presidents, and academic identity work beyond graduate students and beginning professors are all areas that are underrepresented in the literature on higher educational administration. This article builds on recent narrative research by applying higher educational administrative theories as interpretive lenses to propose a model for helping to understand the development and application of associate deans' academic identities. Among the findings were that academic identities helped explain associate deans' approaches to their roles, their views of their surrounding organizations, and their reasons for assuming the role. Further, the associate deans who participated in this research did not experience their transition to the role as an identity crisis in the ways typically described and assumed by higher educational leadership scholars. Instead, they drew upon their well-established academic identities and, in keeping with the nascent research on academic identity work, were intentional in their efforts to maintain their academic identities. [The publication year on the PDF is incorrect, this article was published in 2022.] (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01