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ERIC Number: EJ946999
Record Type: Journal
Publication Date: 2012-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0018-1560
Higher Education Change and Professional-Academic Identity in Newly "Academic" Disciplines: The Case of Nurse Education
Findlow, Sally
Higher Education: The International Journal of Higher Education and Educational Planning, v63 n1 p117-133 Jan 2012
This article is a study of the competing academic and professional identity frameworks of lecturers whose discipline has only recently become part of the business of higher education. The article engages with important questions about higher education change and purpose, standards and parity among disciplines. Taking a critical ethnographic approach, it combines policy discussion of shifting higher educational and nurse education regimes with an insider investigation into the attempts of a group of new nurse lecturers in a pre-1992 English university to make sense of their work and identity in an already contested site. These experiences and perceptions are analysed from the perspectives of autonomy, status and rival knowledge regimes. By underlining the diversity of lecturer experiences in these terms, the article contributes to discussion of new stratification. It suggests that despite the apparent merging in many respects of professional and academic frameworks, higher education practitioners in such newly "academic" disciplines can still find traditional professional identities more reliable conferrers of meaning than academic ones. (Contains 1 footnote.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)