Crawford, Karin (2010) Influences on academics' approaches to development: voices from below. International Journal of Academic Development, 15 (3). pp. 189-202. ISSN 1260-144x

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Abstract

The purpose of this qualitative case study research was to explore faculty-based academics’ views on what influences their behaviours and attitudes towards their development. Informed by critical realist ontology, the data collection was carried out through narrative interviews with academics in two contrasting English Universities. Findings, or areas for reflection, have emerged about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as the significance of professional status; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of responding to the ‘voices from below’.

Item Type:	Article
Additional Information:	The purpose of this qualitative case study research was to explore faculty-based academics’ views on what influences their behaviours and attitudes towards their development. Informed by critical realist ontology, the data collection was carried out through narrative interviews with academics in two contrasting English Universities. Findings, or areas for reflection, have emerged about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as the significance of professional status; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of responding to the ‘voices from below’.
Keywords:	Critical Realism, Qualitative comparative case-study, Higher Education, Academic Voices, Agency, ref25, refdoi
Subjects:	X Education > X342 Academic studies in Higher Education
Divisions:	College of Social Sciences > Faculty of Health & Social Sciences > Hull School of Health & Social Care
Depositing User:	Karin Crawford
Date Deposited:	02 Aug 2010 14:32
Last Modified:	08 Apr 2013 11:28
URI:	http://eprints.lincoln.ac.uk/id/eprint/3119

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