Positioning ourselves for research and teaching: a cross-country analysis of academic formation

Abstract

This paper presents early findings emerging from an international collaborative research project that addresses the key question of the nature of academic work, how academics make decisions regarding teaching and research and how they develop their academic identities. Drawing on survey data and pilot interviews administered in Australian and English Universities, the paper considers emerging evidence in relation to factors that contribute to success in research as well as contextual factors that discourage it. The paper begins to illuminate how academics in different countries, university contexts and with different career orientations, interpret and position themselves in relation to those contexts and how structural and agential factors may influence the formation of academic identity. The findings emerging from this research will provide new in-depth understandings about how institutions might most effectively support, develop and encourage world-class teaching, and the capacity for high quality research.