Abstract

.The identities of lecturers working in higher education
institutions are complex, contextualised and highly
dynamic. There is now a substantial body of literature
revealing how lecturers experience and understand
research and teaching in particular, with an emphasis in
some quarters on mastering and integrating each of these
successfully into various forms of research-led teaching
and teaching-led research. Within today’s changing
higher education landscape, however, pressures brought
about by increasing student numbers, widening access
and participation, and institutional, departmental and
personal expectations attached to research productivity
and teaching effectiveness can prove taxing, perhaps more
so for the Early Career Academic (ECA).