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dc.contributor.authorDenney, F-
dc.identifier.citationDenney, F. (2022) 'Understanding the professional identities of PVCs education from academic development backgrounds', International Journal for Academic Development, 27 (1), pp. 71 - 82. doi: 10.1080/1360144X.2020.1856667.en_US
dc.description.abstractCopyright © 2020 The Author(s). Over the past two years, four research-intensive universities in the UK have appointed senior academic leaders from academic development backgrounds, a new phenomenon in this sector of UK higher education that may suggest a changing pattern. This study interviewed these four leaders to explore what the appointment means for their academic identity. The interviewees identified internal and external drivers for change and noted their backgrounds as academic developers made their routes into these senior roles different from their peers. For this reason, their ‘academic credibility’ was critical in order to implement culture change effectively.-
dc.format.extent71 - 82-
dc.publisherTaylor & Francisen_US
dc.rightsCopyright © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.-
dc.rights.uri licenses/by/4.0/-
dc.subjectacademic identityen_US
dc.subjectacademic developmenten_US
dc.subjectprestige factorsen_US
dc.titleUnderstanding the professional identities of PVCs education from academic development backgroundsen_US
dc.relation.isPartOfInternational Journal for Academic Development-
dc.rights.holderThe Author(s)-
Appears in Collections:Brunel Business School Research Papers

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