Abstract
Research in higher education has concentrated on a number of areas, which include the values and collective identities of academic faculty, their role in higher education governance, faculty norms and socialisation processes, and the impact of change in higher education on academic roles. While many authors advocate the types of research methodology that should be used in such investigations, few question how academics come to possess the constructs and ideas that inform their professional identity. Discipline-based cultures are the primary source of faculty members’ identity and expertise and include assumptions about what is to be known and how, tasks to be performed, standards for effective performance, patterns of publication, professional interaction, and social and political status. However, changes in higher education have added a further complexity to identity formation within higher education. Professional identity is not a stable entity, it is complex, personal, and shaped by contextual factors. The concept of professional identity is complicated by competing definitions. Against this background, this chapter will explore the following areas: professional identity as a construct; the different ways in which professional identity is viewed; the relationship between identity and professional socialisation in higher education; and the role played by networks and their impact on identity formation. This chapter will also consider gender; midlife career academics; the emergence of mixed identities; and the development of new professional boundaries within higher education.
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Clarke, M., Hyde, A., Drennan, J. (2013). Professional Identity in Higher Education. In: Kehm, B., Teichler, U. (eds) The Academic Profession in Europe: New Tasks and New Challenges. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4614-5_2
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