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  • Early career academics learning the game in Whackademia

    Author(s)
    McKay, Loraine
    Monk, Sue
    Griffith University Author(s)
    McKay, Loraine M.
    Monk, Sue L.
    Year published
    2017
    Metadata
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    Abstract
    The initial years as an early career academic (ECA) are challenging times as those new to the academy attempt to balance the three aspects of their role: teaching, research and service, while also coming to terms with both overt and hidden expectations. Formal mentoring arrangements for ECAs are threatened by competing demands on time. Additionally, they may not fully support the needs of ECAs as they can be more closely aligned to university needs than those of the ECA. The purpose of this paper is to open conversations about ECAs finding ways to develop agency. We use a reflective inquiry approach to identify and respond ...
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    The initial years as an early career academic (ECA) are challenging times as those new to the academy attempt to balance the three aspects of their role: teaching, research and service, while also coming to terms with both overt and hidden expectations. Formal mentoring arrangements for ECAs are threatened by competing demands on time. Additionally, they may not fully support the needs of ECAs as they can be more closely aligned to university needs than those of the ECA. The purpose of this paper is to open conversations about ECAs finding ways to develop agency. We use a reflective inquiry approach to identify and respond to the ideological and hegemonic influences on the experiences of ECAs. We also promote self-sustaining peer support and informal mentoring from more senior staff as complementary forms of professional learning.
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    Journal Title
    Higher Education Research and Development
    Volume
    36
    Issue
    6
    DOI
    https://doi.org/10.1080/07294360.2017.1303460
    Subject
    Education not elsewhere classified
    Education
    Publication URI
    http://hdl.handle.net/10072/344530
    Collection
    • Journal articles

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