Abstract
Academics are subject to confusing sets of values in a marketised higher education system which sees students as co-producers of knowledge and also consumers, customers and products. In the turmoil of competing drives to re- orientate, academic identities are also in turmoil.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Aitchison, C., & Lee, A. (2006). Research writing: Problems and possibilities. Teaching in Higher Education, 11(3), 265–278.
Aitchison, C., Kamler, B., & Lee, A. (Eds.). (2010). Publishing pedagogies for the doctorate and beyond. Abingdon, England: Routledge.
Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.
Bakhtin, M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.
Barnett, R. (2013). Imagining the university. Abingdon, England: Routledge.
Clance, P. R. (1985). The imposter phenomenon: Overcoming the fear that haunts your success. Atlanta, GA: Peachtree Publishers.
Clance, P. R., & Imes, S. A. (1978). The impostor phenomenon in high achieving women: Dynamics and therapeutic interventions. Psychotherapy: Theory Research and Practice, 15, 241–247.
Clegg, S. (2008). Academic identities under threat. British Educational Research Journal, 34(3), 329–345.
Fanghanel, J. (2007). Investigating university lecturers’ pedagogical constructs in the working context. London, England: The Higher Education Academy.
Henkel, M. (2005a). Academic identity and autonomy in a changing policy environment. Higher Education, 49, 155–176.
Henkel, M. (2005b). Academic identity and autonomy revisited. In I. Bleiklie & M. Henkel (Eds.), Governing knowledge: A study of continuity and change in higher education: A festschrift in honour of Maurice Kogan (pp. 145–167). Dordrecht, The Netherlands & New York, NY: Springer Verlag.
Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Amsterdam, The Netherlands & Philadelphia, PA: John Benjamins.
Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. Abingdon, England: Routledge.
Kearns, H. (2014, April). ‘Dr Who. Frauds in research education – The imposter syndrome explained.’ Proceedings of the Quality Postgraduate Research Conference, Adelaide, Australia. Retrieved from http://www.qpr.eduau/wp-content/uploads2015/05//QPR_Proceedings_3KL.pdf (Accessed June 1, 2015).
Maybin, J. (2001). Language, struggle and voice: The Bakhtin/Volosinov writings. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse theory and practice: A reader (pp. 64–71). London, England: Sage.
Nussbaum, M., (2002). Education for citizenship in an era of global connection. Studies in Philosophy and Education, 21, 289–303.
Reynolds, M., & Noakes, J. (2003). Toni Morrison: The essential guide. London, England: Random House/Vintage Books.
Shakespeare, W. (1601). Macbeth (11th ed.), Muir, Kenneth (1984) [1951], The Arden Shakespeare Second Series.
Topping, M. E. H. (1983). The impostor phenomenon: A study of its construct and incidence in university faculty members. Dissertation Abstracts International, 44, 1948–1949B.
Ward, G. R. (1990). The relationships among attributional styles, motivational orientations and the impostor phenomenon among high achieving undergraduate students (Unpublished dissertation). Mexico, NM & Albuquerque, NM: University of New Mexico.
Wisker, G. (2012). Voice, vision and articulation. Presentation at the international threshold concepts conference, Dublin, OH.
Wisker, G. (2013). Articulate – Researching writing and publishing our work in learning, teaching and educational development. Innovations in Education and Teaching International, 50(4), 344–356.
Wisker, G. (2014a). Voice, vision and articulation: Conceptual threshold crossing in academic writing. In C. O’Mahoney, A. Buchanan, M. O’Rourke, & B. Higgs (Eds.), Proceedings of the National Academy’s 6th Annual Conference and the fourth biennial threshold concepts conference threshold concepts from personal practice to communities of practice.
Wisker, G. (2014b). Managing the writing energy. Retrieved August 14, 2014 from http://doctoralwriting.sig
Wisker, G. (2015a). Getting published: Academic publishing success. London, England: Palgrave Macmillan.
Wisker, G. (2015b). Developing doctoral authors: Engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International, 52(1), 64–74.
Wisker, G., & Savin-Baden M. (2009). Priceless conceptual thresholds: Beyond the ‘stuck place’ in writing. London Review of Education, 7(3), 235–224.
Wisker, G., Morris, C., Cheng, M., Masika, R., Warnes, M., Lilly, J., … Robinson, G. (2010). Doctoral learning journeys: Supporting and enhancing doctoral students’ research and related skills development through research evidence-based practices. Final report of the NTFS funded project. Retrieved from http://www.heacademy.ac.uk/resources/detail/ntfs/Projects/Doctoral_Learning_Journeys
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Wisker, G. (2016). Toil and Trouble. In: Smith, J., Rattray, J., Peseta, T., Loads, D. (eds) Identity Work in the Contemporary University. Educational Futures: Rethinking Theory and Practice, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-310-0_11
Download citation
DOI: https://doi.org/10.1007/978-94-6300-310-0_11
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-310-0
eBook Packages: EducationEducation (R0)