Identity, Scholarship and Professional Recognition in a College of Higher Education
Keywords:
Fellowship, Higher education, Identity, Phenomenology, Scholarship, Teaching
Abstract
The “lifeworld” of staff, in a predominantly Further Education college, is examined within the macro framework of Higher Education in Further Education, now referred to as ‘College (based) Higher Education’ (CHE). The concern is with the development of ‘scholar teachers’ after Boyer (1997), in respect of their current self-identity and their aspirations for the future. This self-positioning embraces their experience of the socio-cultural milieu within which they co-exist, their intersubjectivity with others within this context, and the various influencing agents that have been purposely constructed (e.g., fora for dissemination and celebration of scholarly endeavour). All these co-constituted phenomena within the lifeworld of staff are explored in revealing how the past and present create imaginations and plans for what can be in the future. The influence of the accredited (internal) Higher Education Academy Fellowship Scheme is considered. Findings are work-in- progress and further research is required to reveal the ‘essence’ of ‘scholar teacher-hood’.
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Association of Colleges (2017). Enhancing scholarship on college higher education - the Scholarship Project. London, UK:
Association of Colleges. Retrieved from: https://bit.ly/1Tt4wEK [Accessed 18/08/2018].
Bowl, M. (2000). Listening to the voices of non-traditional students. Widening Participation and Lifelong Learning, 2(1): 32–40.
Boyer, E. (1997). Prologue: Scholarship - a personal journey. In: Glassick, C., Huber, M. and Maeroff, G. (Eds.), Scholarship Assessed: Evaluation of the professoriate (pp. 1-3). San Francisco, CA: Jossey-Bass.
Clarke, M., Hyde, A. and Drennan, J. (2013). Professional identity in higher education. In: Kehm B. and Teichler U. (Eds), The academic profession in Europe: New tasks and new challenges (pp. 7–21). Dordrecht, NL: Springer.
Clegg, S. (2008). Academic identities under threat. British Educational Research Journal, 34 (3): 329-345.
Clow, R. (2001). Further education teachers’ constructions of professionalism. Journal of Vocational Education and Training, 53 (3): 407-420.
Craib, I. (1998). Experiencing identity. London, UK: SAGE Publications Ltd.
Dearing, R. (1997). Higher education in the learning society. Report of the National Committee of Inquiry into Higher Education. London, UK: HMSO. Retrieved from: https://bit.ly/1WxwQ8Z [Accessed 10/11/2018].
Giddens, A. (1991). Modernity and self-identity. Stanford, CA: Stanford University Press.
Harre, R. (1983). Personal being. Oxford, UK: Blackwell.
Heidegger, M. (1962). Being and time (J. Macquarrie and E. Robinson, Trans.). New York, NY: Harper & Bros.
Henkel, M. (2010). Change and continuity in academic and professional identities. In: Gordon, G. and Whitchurch, C. (Eds), Diversifying academic and professional identities in higher education. London, UK: Routledge.
Jenkins, R. (1996). Social identity. London, UK: Routledge.
Kvale, S. (1996). InterViews - An introduction to qualitative research interviewing. Thousand Oaks, CA: SAGE Publications Ltd.
McLean, P. (2002). Accumulating cultural capital: A partnership promoting pathways to higher education. Widening participation and lifelong learning, 4 (2): 39-47.
Merleau-Ponty, M. (1962). Phenomenology of perception. London, UK: Routledge and Kegan Paul.
Merleau-Ponty, M. (1974). The prose of the world. London, UK: Heinemann.
O’Neill, J. (1974). Phenomenology, language and society. Selected Essays of Maurice Merleau-Ponty. London, UK: Heinemann.
Poleo, K. (2001). Working with local black and minority ethnic communities: Diverse projects to meet differing needs. Widening participation and lifelong learning, 3(1): 37-39.
Sutherland, L., Howard, S. and Markauskaite, L. (2010). Professional identity creation: examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
Trede, F., Macklin, R. and Bridges, D. (2012). Professional identity development: a review of the higher education literature. Studies in Higher Education, 37(3): 365-384.
Wailey, T and Simpson, R. (1999). Assessment of prior learning as a means of guidance on credit-based systems in higher education. Widening participation and lifelong learning, 1(3): 35-43.
Published
2018-12-19
How to Cite
Stevens, G., & Sawyer, K. (2018). Identity, Scholarship and Professional Recognition in a College of Higher Education. Journal of Learning and Student Experience, 1, Article 4. Retrieved from https://jolase.bolton.ac.uk/index.php/jolae/article/view/32
Issue
Section
Practitioner Research / Case Studies
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