ABSTRACT

The re-professionalisation of those who work in education is a common theme explored in the literature. This paper reports on research undertaken at an English Business School that was concerned with how academics responded to external accreditation and the introduction of five categories that demarcated them according to their academic achievements, professional experience and standing within the sector. In reporting on this way of re-professionalising academics, this research makes a contribution to the discourse on working in Higher Education, and how academics view this process. The research adopted an approach based on interviewing and analysed through Interpretative Phenomenological Analysis. The findings suggest that although academics often question the imposition of an artificial identity, they adopt a pragmatic position of compliance.

摘要

对从事教育工作的人进行再专业化是文献中探讨的一个共同主题。本文报道了在英国商学院进行的一项研究，该研究涉及学者如何响应外部认证，并根据他们的学术成就，专业经验和在该行业中的地位引入了五类划分他们的界限。在报告这种使学者重新专业化的方式时，这项研究为有关高等教育工作的论述以及学者如何看待这一过程做出了贡献。该研究采用了基于访谈的方法，并通过解释现象学分析进行了分析。调查结果表明，尽管学者经常质疑人为身份的强加，但他们采取务实的顺从立场。