Challenging Approaches to Academic Career-Making

Celia Whitchurch · William Locke · Giulio Marini

ኤፕሪ 2023 · Bloomsbury Publishing

ኢ-መጽሐፍ

248

ገጾች

የተሰጡት ደረጃዎች እና ግምገማዎች የተረጋገጡ አይደሉም የበለጠ ለመረዳት

ስለዚህ ኢ-መጽሐፍ

Against a background of changing patterns of academic labour in the UK and other English speaking countries, this book draws on empirical research which identifies a shift towards more open-ended approaches to roles and careers in higher education. This has resulted in what the authors describe as 'concertina-like' careers, in which individuals stretch the spaces and timescales available to them. Underpinning this process, the concept of 'career scripts' shows how the career paths of individuals may be informed by formal career structures (Institutional scripts) but also by activity associated with professional practice (Practice scripts), and by personal strengths, interests and commitments (Internal scripts). This has led to new forms of activity, within both the formal institutional economy, including promotion criteria and prescribed career pathways, and the informal institutional economy, represented by personal interests and initiatives, professional relationships and networks. The 'concertina' process enables individuals to address a series of common misalignments and disjunctures within formal institutional economies, including those associated with disciplinary and departmental affiliations, job profiles, progression criteria, and work allocation models. The book also explores directions that academic careers may take in the future, and how institutions might adapt to these changes.

ስለደራሲው

Celia Whitchurch is Honorary Associate Professor at the Centre for Global Higher Education at IOE, UCL's Faculty of Education and Society, University College London, UK.

William Locke is Honorary Professorial Fellow of the Melbourne Graduate School of Education at the University of Melbourne, Australia.

Giulio Marini is Lecturer (Teaching) in the Social Research Institute (SRI-UCL) at IOE, UCL's Faculty of Education and Society, University College London, UK.