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dc.contributor.authorMcKay, Loraine
dc.contributor.authorMonk, Sue
dc.date.accessioned2017-08-21T00:22:58Z
dc.date.available2017-08-21T00:22:58Z
dc.date.issued2017
dc.identifier.issn0729-4360
dc.identifier.doi10.1080/07294360.2017.1303460
dc.identifier.urihttp://hdl.handle.net/10072/344530
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofpagefrom1251
dc.relation.ispartofpageto1263
dc.relation.ispartofissue6
dc.relation.ispartofjournalHigher Education Research and Development
dc.relation.ispartofvolume36
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode13
dc.titleEarly career academics learning the game in Whackademia
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorMcKay, Loraine M.
gro.griffith.authorMonk, Sue L.


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