Collaborative reflections on using island maps to express new lecturers’ academic identity

Virginia King, Alexeis Garcia-Perez, Raymond Graham, Charlotte Jones, Andrew Jason Tickle, Louise Wilson

Research output: Contribution to journalArticle

8 Citations (Scopus)
30 Downloads (Pure)

Abstract

New lecturers may find the notion of academic identity difficult to grasp, yet it potentially provides them with a means of revealing issues of self, career and work-life balance. In this paper, we introduce an innovative research strategy and democratic research framework which have enabled us to explore new lecturers’ academic identities in self-revelatory ways. This collaborative inquiry was undertaken by two teaching staff and four former students of a postgraduate certificate in higher education professional practice at a UK post-92 university. Through our innovative research strategy, one’s academic identity is conceptualised as the map of an island featuring actual or potential personal characteristics, qualities and interests. The visual metaphors and clustering of these attributes, together with individuals’ reflective commentaries on creating their own academic identity maps, lead us tentatively to characterise four alternative expressions of identity: the multifaceted whole, the layered self, the interlinked self and the fragmented self.
Original languageEnglish
Pages (from-to)252-267
Number of pages17
JournalReflective Practice
Volume15
Issue number2
Early online date27 Feb 2014
DOIs
Publication statusPublished - 27 Feb 2014

Fingerprint

Lecturers
Research Strategy
Teaching
Reflective
Staff
Professional Practice
Visual Metaphor

Bibliographical note

"This is a pre-print of an article published by Taylor & Francis in Reflective Practice in 2014, available online: http://wwww.tandfonline.com/10.1080/14623943.2014.883311

Keywords

  • academic identity
  • early-career academic
  • map
  • PgC
  • reflection
  • visual metaphor

Cite this

Collaborative reflections on using island maps to express new lecturers’ academic identity. / King, Virginia; Garcia-Perez, Alexeis; Graham, Raymond; Jones, Charlotte; Tickle, Andrew Jason; Wilson, Louise.

In: Reflective Practice, Vol. 15, No. 2, 27.02.2014, p. 252-267.

Research output: Contribution to journalArticle

@article{d9e823755d3648cca831e2ad6caab894,
title = "Collaborative reflections on using island maps to express new lecturers’ academic identity",
abstract = "New lecturers may find the notion of academic identity difficult to grasp, yet it potentially provides them with a means of revealing issues of self, career and work-life balance. In this paper, we introduce an innovative research strategy and democratic research framework which have enabled us to explore new lecturers’ academic identities in self-revelatory ways. This collaborative inquiry was undertaken by two teaching staff and four former students of a postgraduate certificate in higher education professional practice at a UK post-92 university. Through our innovative research strategy, one’s academic identity is conceptualised as the map of an island featuring actual or potential personal characteristics, qualities and interests. The visual metaphors and clustering of these attributes, together with individuals’ reflective commentaries on creating their own academic identity maps, lead us tentatively to characterise four alternative expressions of identity: the multifaceted whole, the layered self, the interlinked self and the fragmented self.",
keywords = "academic identity, early-career academic, map, PgC, reflection, visual metaphor",
author = "Virginia King and Alexeis Garcia-Perez and Raymond Graham and Charlotte Jones and Tickle, {Andrew Jason} and Louise Wilson",
note = "{"}This is a pre-print of an article published by Taylor & Francis in Reflective Practice in 2014, available online: http://wwww.tandfonline.com/10.1080/14623943.2014.883311",
year = "2014",
month = "2",
day = "27",
doi = "10.1080/14623943.2014.883311",
language = "English",
volume = "15",
pages = "252--267",
journal = "Reflective Practice",
issn = "1462-3943",
publisher = "Taylor & Francis",
number = "2",

}

TY - JOUR

T1 - Collaborative reflections on using island maps to express new lecturers’ academic identity

AU - King, Virginia

AU - Garcia-Perez, Alexeis

AU - Graham, Raymond

AU - Jones, Charlotte

AU - Tickle, Andrew Jason

AU - Wilson, Louise

N1 - "This is a pre-print of an article published by Taylor & Francis in Reflective Practice in 2014, available online: http://wwww.tandfonline.com/10.1080/14623943.2014.883311

PY - 2014/2/27

Y1 - 2014/2/27

N2 - New lecturers may find the notion of academic identity difficult to grasp, yet it potentially provides them with a means of revealing issues of self, career and work-life balance. In this paper, we introduce an innovative research strategy and democratic research framework which have enabled us to explore new lecturers’ academic identities in self-revelatory ways. This collaborative inquiry was undertaken by two teaching staff and four former students of a postgraduate certificate in higher education professional practice at a UK post-92 university. Through our innovative research strategy, one’s academic identity is conceptualised as the map of an island featuring actual or potential personal characteristics, qualities and interests. The visual metaphors and clustering of these attributes, together with individuals’ reflective commentaries on creating their own academic identity maps, lead us tentatively to characterise four alternative expressions of identity: the multifaceted whole, the layered self, the interlinked self and the fragmented self.

AB - New lecturers may find the notion of academic identity difficult to grasp, yet it potentially provides them with a means of revealing issues of self, career and work-life balance. In this paper, we introduce an innovative research strategy and democratic research framework which have enabled us to explore new lecturers’ academic identities in self-revelatory ways. This collaborative inquiry was undertaken by two teaching staff and four former students of a postgraduate certificate in higher education professional practice at a UK post-92 university. Through our innovative research strategy, one’s academic identity is conceptualised as the map of an island featuring actual or potential personal characteristics, qualities and interests. The visual metaphors and clustering of these attributes, together with individuals’ reflective commentaries on creating their own academic identity maps, lead us tentatively to characterise four alternative expressions of identity: the multifaceted whole, the layered self, the interlinked self and the fragmented self.

KW - academic identity

KW - early-career academic

KW - map

KW - PgC

KW - reflection

KW - visual metaphor

U2 - 10.1080/14623943.2014.883311

DO - 10.1080/14623943.2014.883311

M3 - Article

VL - 15

SP - 252

EP - 267

JO - Reflective Practice

JF - Reflective Practice

SN - 1462-3943

IS - 2

ER -