NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021680
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1359-6748
Negotiating Professional Identities in Higher Education in Kenya: Dilemmas and Priorities of Faculty
Arasa, Josephine Nyaboke; Calvert, Mike
Research in Post-Compulsory Education, v18 n4 p402-414 2013
This research builds on work carried out in England looking at how faculty negotiate their personal and professional identities. It focuses on a sample of full-time faculty in a private secular university in Kenya. Weekly time logs with follow-up individual semi-structured interviews were used as a basis for an examination on how faculty spend their time and cope with the dilemmas they face. The research probes the motivations and priorities of faculty and draws tentative conclusions regarding their professional identities. The picture emerges of a rapidly increasing workforce, very positive about teaching, facing the challenges of intensification of labour, conflicting priorities, outside pressures and a sense of lack of control over their professional lives. In contrast to the UK findings, what was most striking was the lack of dilemmas and agonising between competing claims on time that characterised the work of the UK lecturers. The Kenyan faculty appeared to approach tasks in a pragmatic way, with priority often given to family matters and a tendency to let things happen. Notions of professionalism appeared to be less well developed and appeared to point to compliance and acceptable standards of behaviour.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya
Grant or Contract Numbers: N/A