Navigating the demands of academic work to shape an academic job

Brew, A; Boud, D; Crawford, K; Lucas, L

Navigating the demands of academic work to shape an academic job

Brew, A Boud, D

Crawford, K Lucas, L

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Publication Type:: Journal Article
Citation:: Studies in Higher Education, 2018, 43 (12), pp. 2294 - 2304
Issue Date:: 2018-12-02

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Field	Value	Language
dc.contributor.author	Brew, A	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Crawford, K	en_US
dc.contributor.author	Lucas, L	en_US
dc.date.available	2020-05-25T19:20:39Z
dc.date.issued	2018-12-02	en_US
dc.identifier.citation	Studies in Higher Education, 2018, 43 (12), pp. 2294 - 2304	en_US
dc.identifier.issn	0307-5079	en_US
dc.identifier.uri	http://hdl.handle.net/10453/114896
dc.description.abstract	© 2017, © 2017 Society for Research into Higher Education. Findings from interviews with mid-career academics in English and Australian universities elucidate how academics interpret and navigate complex institutional contexts in shaping academic jobs. The paper argues that how they do this is a function of what they notice and respond to as well as the mode of reflexivity they employ. Three core areas are seen to affect academics sense of agency as they shape their own jobs: how they orient themselves to the world around them including the academic institution and department; their underlying goals and purposes as they seek to have a fulfilling role; and how they relate to structural conditions of the workplace. The paper argues that understanding academics’ differing foci of awareness in these areas is helpful to institutional policies and strategies.	en_US
dc.relation.ispartof	Studies in Higher Education	en_US
dc.relation.isbasedon	10.1080/03075079.2017.1326023	en_US
dc.subject.classification	Education	en_US
dc.title	Navigating the demands of academic work to shape an academic job	en_US
dc.type	Journal Article
utslib.citation.volume	12	en_US
utslib.citation.volume	43	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	12	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

© 2017, © 2017 Society for Research into Higher Education. Findings from interviews with mid-career academics in English and Australian universities elucidate how academics interpret and navigate complex institutional contexts in shaping academic jobs. The paper argues that how they do this is a function of what they notice and respond to as well as the mode of reflexivity they employ. Three core areas are seen to affect academics sense of agency as they shape their own jobs: how they orient themselves to the world around them including the academic institution and department; their underlying goals and purposes as they seek to have a fulfilling role; and how they relate to structural conditions of the workplace. The paper argues that understanding academics’ differing foci of awareness in these areas is helpful to institutional policies and strategies.

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http://hdl.handle.net/10453/114896