ABSTRACT

This study reports on the experiences of early career academics (ECAs) in a private Malaysian higher education (HE) institution and its impact on their academic identity. Through the use of a qualitative inquiry, the findings revealed that the ECAs’ academic identity development was imbued with challenges and complexities, as they navigated academia. Due to the performative culture in HE, the formation of a stable identity is continuously challenged by the demands represented by the institutional context. ECAs reported having to negotiate their core academic identity as teachers due to tensions from having to assume multiple roles in the organization. The findings also revealed narratives of resistance and marginalization, highlighting misconceptions about academia and the disconnect between the ECAs’ personal, professional and organizational goals, which contribute to the global literature on the academic profession in two respects. First, it contributes to the empirically grounded knowledge of the complex manner on how ECAs negotiate, challenge or comply with the new managerialist agenda. Second, it explores the emerging academic identity that the ECAs are forming under this competitive HE context. The study proposes strategies for a more inclusive career development process to nurture and support ECAs in the HE setting.

摘要

本研究报告了马来西亚私立高等教育 (HE) 机构的早期职业学者 (ECA) 的经历及其对他们学术身份的影响。通过使用定性调查，调查结果显示 ECA 的学术身份发展充满挑战和复杂性，因为他们在学术界游刃有余。由于高等教育中的表演文化，稳定身份的形成不断受到制度背景所代表的需求的挑战。ECA 报告说，由于不得不在组织中承担多个角色而造成的紧张局势，他们不得不协商他们作为教师的核心学术身份。调查结果还揭示了抵制和边缘化的叙述，突出了对学术界的误解以及 ECA 个人之间的脱节，专业和组织目标，它们在两个方面对学术专业的全球文献做出了贡献。首先，它有助于对 ECA 如何谈判、挑战或遵守新的管理主义议程的复杂方式的经验基础知识。其次，它探讨了 ECA 在这种竞争激烈的 HE 背景下正在形成的新兴学术身份。该研究提出了更具包容性的职业发展过程的策略，以在高等教育环境中培养和支持 ECA。它探讨了 ECA 在这种竞争激烈的 HE 背景下正在形成的新兴学术身份。该研究提出了更具包容性的职业发展过程的策略，以在高等教育环境中培养和支持 ECA。它探讨了 ECA 在这种竞争激烈的 HE 背景下正在形成的新兴学术身份。该研究提出了更具包容性的职业发展过程的策略，以在高等教育环境中培养和支持 ECA。