907
Views
1
CrossRef citations to date
0
Altmetric
Articles

Precarious academic citizens: Early Career Teachers' experiences and implications for the academy

ORCID Icon, ORCID Icon & ORCID Icon
Pages 789-809 | Received 05 Jul 2023, Accepted 15 Dec 2023, Published online: 24 Jan 2024

References

  • Acker, S., and M. Webber. 2017. Made to measure: Early career academics in the Canadian university workplace. Higher Education Research & Development 36, no. 3: 541–54.
  • Addison, M., M. Breeze, and Y. Taylor. 2022. The Palgrave handbook of imposter syndrome in higher education. Springer Nature.
  • Albia, J., and M. Cheng. 2023. Re-examining and developing the notion of academic citizenship: A critical literature review. Higher Education Quarterly [Onlinefirst].
  • Arday, J., and H.S. Mirza. 2018. Dismantling race in higher education: Racism, whiteness and decolonising the academy. London: Palgrave Macmillan.
  • Asada, S.R. 2021. Balancing teaching, culture and gender in Japan: Prospects and challenges as an American female teacher abroad. In Early career teachers in higher education: International teaching journeys, eds. J. Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Ates, G., and A. Brechelmacher. 2013. Academic career paths. In The work situation of the academic profession in Europe. Findings of a survey in twelve countries (The changing academy – The changing academic profession in international comparative perspective, eds. U. Teichler, and E. A. Höhle, Vol. 8, 13–35. Dordrecht: Springer.
  • Bay, C. 1969. Academic citizenship in a time of campus revolt. Trans-action 6: 4–7.
  • Bazeley, P., L. Kemp, K. Stevens, C. Asmar, C. Grbich, H. Marsh, and R. Bhathal. 1996. Waiting in the wings: A study of early career academic researchers in Australia. Canberra: Australian Government Publishing Service.
  • Beatson, N.J., M. Tharapos, and B.T. O'Connell. 2022. The gradual retreat from academic citizenship. Higher Education Quarterly 76, no. 4: 715–25.
  • Berger, R. 2015. Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research 15, no. 2: 219–34.
  • Bonsanquet, A., A. Bailey, K.E Matthews, and J.M Lodge. 2017. “Redefining 'early career' in academia: A collective narrative approach.” Higher Education Research & Development 36, no. 5: 890–902.
  • Bosanquet, A., L. Mantai, and V. Fredericks. 2020. Deferred time in the neoliberal university: Experiences of doctoral candidates and early career academics. Teaching in Higher Education 25, no. 6: 736–49. doi:10.1080/13562517.2020.1759528.
  • Brami, M., S. Emra, A. Muller, B. Preda-Bălănică, B. Irvine, B. Milić, A. Malagó, K. Meheux, and M. Fernández-Götz. 2023. A precarious future: Reflections from a survey of early career researchers in archaeology. European Journal of Archaeology 26, no. 2: 226–50.
  • Braun, V., and V. Clarke. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3, no. 2: 77–101.
  • Braun, V., V. Clarke, and N. Hayfield. 2022. ‘A starting point for your journey, not a map’: Nikki Hayfield in conversation with Virginia Braun and Victoria Clarke about thematic analysis. Qualitative Research in Psychology 19, no. 2: 424–45.
  • Brett, A. 2019. ‘A conversation about casualisation, part one’, Australian Historical Association, 26 April. Available online: https://ahaecr.wordpress.com/2019/04/26/aconversation-about-casualisation-part-one/ (accessed 12 October 2023).
  • Burch, L. 2021. Being a PhD student and a teacher in two UK universities: Challenges and possibilities of liminal spaces of belonging. In Early career teachers in higher education: International teaching journeys, eds. J. Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Burke, C., and B. Byrne2020. Social research and disability: Developing inclusive research spaces for disabled researchers. Abingdon: Routledge.
  • Burton, S. 2021. Solidarity, now! care, collegiality, and comprehending the power relations of “academic kindness” in the neoliberal academy. Performance Paradigm 16: 20–39.
  • Burton, S., and B. Bowman. 2022. The academic precariat: Understanding life and labour in the neoliberal academy. British Journal of Sociology of Education 43, no. 4: 497–512. doi:10.1080/01425692.2022.2076387.
  • Butz, D., and K. Besio. 2009. Autoethnography. Geography Compass 3, no. 5: 1660–74.
  • Carden, C., and D. Bhattacharya. 2021. Othering and its impact on teaching opportunities in Australia: Gendered, classed and raced subject positions. In Early career teachers in higher education: International teaching journeys, eds. J. in Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Castelló, M., L. McAlpine, and K. Pyhältö. 2017. Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Higher Education Research & Development 36, no. 6: 1108–22.
  • Colliver, B. 2021. What has sexuality got to do with it? Negotiating a professional identity as a gay early career teacher. In Early career teachers in higher education: International teaching journeys, eds. J. in Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Courtois, A.D.M., and T. O'Keefe. 2015. Precarity in the ivory cage: Neoliberalism and casualisation of work in the Irish higher education sector. Journal for Critical Education Policy Studies 13, no. 1.
  • Courtois, A., and M. Sautier. 2022. Academic brexodus? Brexit and the dynamics of mobility and immobility among the precarious research workforce. British Journal of Sociology of Education 43, no. 4: 639–57.
  • Crutchley, J., Z. Nahaboo, and N. Rao. 2021. Early career teachers in higher education: International teaching journeys. London: Bloomsbury Academic.
  • Davids, D. 2022. Professing the vulnerabilities of academic citizenship. Ethics and Education 17, no. 1: 1–13.
  • del Cerro Santamaría, G. 2019. A critique of neoliberalism in higher education. In Oxford research encyclopedia of education. Oxford: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.992.
  • Dougherty, K.J., and R.S. Natow. 2019. Analysing neoliberalism in theory and practice: The case of performance-based funding for higher Education’CGHE working paper No. 44. London: Centre for Global Higher Education.
  • Ellis, C., T.E. Adams, and A.P. Bochner. 2011. Autoethnography: An overview. Historical Social Research/Historische Sozialforschung, 273–90.
  • Finkielsztein, M. 2021. From passionate engagement to chronic boredom in Polish academia: An overview of early career motivation and systemic contributory factors. In Early career teachers in higher education: International teaching journeys, eds. J. in Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Forkert, K., J. Huxtable, and Z. Nahaboo. 2022. 8 revisiting Edward Said’s representations of the intellectual: A roundtable for perspectives on academic activism. Philosophy and Theory in Higher Education 4, no. 2: 167–86.
  • Gill-Sagoo, M. 2021. My anatomy teaching journey from India to Britain: A reflection of a teacher, a seeker and a constructivist. In Early career teachers in higher education: International teaching journeys, eds. J. Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Glaser, B.G. 1963. Retreading research materials: The use of secondary analysis by the independent researcher. American Behavioral Scientist 6, no. 10: 11–14.
  • Greaves, M. 2021. The reflexive self; adapting to academic life in a time of social turmoil. Teaching in Higher Education. doi:10.1080/13562517.2021.1947224.
  • Hall, S. 1996. Introduction: Who needs “identity”? In Questions of cultural identity, eds. S. Hall, and P.D. Gay. London: Sage.
  • Herman, N., J. Maria, K. Misiwe, M. Kemp, N. le Roux, C. Swart-Jansen van Vuuren, and C. van der Merwe. 2021. Entering the world of academia is like starting a new life’: A trio of reflections from health professionals joining academia as second career academics. International Journal for Academic Development 25, no. 4: 1–13.
  • Heron, M., I.M. Kinchin, and E. Medland. 2018. Interview talk and the co-construction of concept maps. Educational Research 60, no. 4: 373–89. doi:10.1080/00131881.2018.1522963.
  • Hollywood, A., D. McCarthy, C.S. McCarthy, and N. Winstone. 2020. ‘Overwhelmed at first’: The experience of career development in early career academics. Journal of Further and Higher Education 44, no. 7: 998–1012. doi:10.1080/0309877X.2019.1636213.
  • Igloliorte, H., A.M.W. Jim, and E. Morton. 2017. Killjoys, academic citizenship and the politics of getting along. TOPIA: Canadian Journal of Cultural Studies 38: 187–208.
  • Ingleby, E. 2021. Neoliberalism across education. Cham: Palgrave.
  • Ivancheva, M., K. Lynch, and K. Keating. 2019. Precarity, gender and care in the neoliberal academy. Gender, Work & Organization 26, no. 4: 448–62. doi:10.1111/gwao.12350.
  • Jekayinfa, A. 2000. Development of teacher education in Nigeria. West African Journal of Education Research 3, no. 1: 129–33.
  • Johnson, B., B. Down, R. Le Cornu, J. Peters, A. Sullivan, J. Pearce, and J. Hunter. 2014. Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching 20, no. 5: 530–46.
  • Kim, J. 2021. A Korean stranger in a Japanese classroom: Developing as a teacher in a foreign country. In Early career teachers in higher education: International teaching journeys, eds. J. Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Kınıkoğlu, C.N., and A. Can. 2021. Negotiating the different degrees of precarity in the UK academia during the COVID-19 pandemic. European Societies 23, no. sup1: S817–S830.
  • Kraimer, M.L., L. Lreco, S.E. Seibert, and L.D. Sargent. 2019. An investigation of academic career success: The new tempo of academic life. Academy of Management Learning & Education 18, no. 2: 128–52. doi:10.5465/amle.2017.0391.
  • Larsen, T. 2021. Early career teachers as entrepreneurs in American higher education: The politician, comedian and busker. In Early career teachers in higher education: International teaching journeys, eds. J. Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Lee, J.T., and A. Kuzhabekova. 2018. Reverse flow in academic mobility from core to periphery: Motivations of international faculty working in Kazakhstan. Higher Education 76, no. 2: 369–86. doi:10.1007/s10734-017-0213-2.
  • Lorey, I. 2015. State of insecurity: Government of the precarious. London: Verso.
  • Loveday, V. 2018. ‘Luck, chance, and happenstance? Perceptions of success and failure amongst fixed-term academic staff in UK higher education’. The British Journal of Sociology 69, no. 3: 758–75. doi:10.1111/1468-4446.12307.
  • Macfarlane, B. 2007. The academic citizen: The virtue of service in university life. London: Routledge.
  • Maisuria, A., and S. Helmes. 2019. Life for the academic in the neoliberal university. London: Routledge.
  • Mantai, L. 2019. “Feeling more academic now”: Doctoral stories of becoming an academic. The Australian Educational Researcher 46, no. 1: 137–53. doi:10.1007/s13384-018-0283-x.
  • Mantai, L., and M. Marrone. 2023. Academic career progression from early career researcher to professor: What can we learn from job ads. Studies in Higher Education 48, no. 6: 797–812. doi:10.1080/03075079.2023.2167974.
  • Matthes, J., Davis, C. and R. Potter. 2017. The international encyclopedia of communication research methods (No. 1). Wiley.
  • Méndez, M. 2014. Autoethnography as a research method: Advantages, limitations and criticisms. Colombian Applied Linguistics Journal 15, no. 2: 279–87.
  • Merriam, S.B., and E.J. Tisdell. 2016. Qualitative research: A guide to design and implementation (4th ed.). Jossey Bass.
  • Millar, K. 2017. Toward a critical politics of precarity. Sociology Compass 11, no. 6: e12483–11. doi:10.1111/soc4.12483.
  • Morgan, H. 2022. Conducting a qualitative document analysis. The Qualitative Report 27, no. 1: 64–77.
  • Morrissey, J. 2013. Governing the academic subject: Foucault, governmentality and the performing university. Oxford Review of Education 39, no. 6: 797–810.
  • O’Keefe, T., and A. Courtois. 2019. ‘Not one of the family’: Gender and precarious work in the neoliberal university. Gender, Work & Organization 26, no. 4: 463–79. doi:10.1111/gwao.12346.
  • Ortiga, Y.Y., J. Wang, and M.H. Chou. 2023. International academic or citizen scholar?: Singaporean returnees in the global city. Cities 137: 104327.
  • Ott, M., and J. Cisneros. 2015. Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences. Education Policy Analysis Archives 23: 90. doi:10.14507/epaa.v23.1934.
  • Peacock, V. 2016. Academic precarity as hierarchical dependence in the Max Planck society. HAU: Journal of Ethnographic Theory 6, no. 1: 95–119.
  • Pofi, A. 2021. Reverse brain drain and early career teacher frustrations in Nigerian higher education: Aspirations, compromises and challenges of a returnee. In Early career teachers in higher education: International teaching journeys, eds. J. Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Pritchard, E. 2021. (Dis)empowering spaces: Drawing on disabling experiences as an early career teacher with dwarfism. In Early career teachers in higher education: International teaching journeys, eds. J. in Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Rao, N., A. Hosein, and R. Raaper. 2021. Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education 26, no. 3: 454–70. doi:10.1080/13562517.2021.1892058.
  • Read, B., and C. Leathwood. 2018. Tomorrow's a mystery: Constructions of the future and ‘un/becoming' amongst ‘early' and ‘late’ career academics. International Studies in Sociology of Education 27, no. 4: 333–51. doi:10.1080/09620214.2018.1453307.
  • Riessman, C.K. 2008. Narrative methods for the human sciences. London: Sage.
  • Schwaller, C. 2019. Crisis, austerity and the normalisation of precarity in Spain – in academia and beyond. Social Anthropology 27, no. S2: 33–47. doi:10.1111/1469-8676.12691.
  • Shaw, N. 2021. Transitioning from teaching younger learners to trainee teachers in international higher education: Professional identity crises and continual development. In Early career teachers in higher education: International teaching journeys, eds. J. Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Smith, J. 2017. Target-setting, early-career academic identities and the measurement culture of UK higher education. Higher Education Research & Development 36, no. 3: 597–611.
  • Spina, N., K. Smithers, J. Harris, and I. Mewburn. 2022. Back to zero? Precarious employment in academia amongst ‘older’ early career researchers, a life-course approach. British Journal of Sociology of Education 43, no. 4: 534–49. doi:10.1080/01425692.2022.2057925.
  • Stratford, E., P. Watson, and B. Paull. 2023. What impedes and enables flourishing among early career academics? Higher Education, 1–19.
  • Sümer, S., P. O’Connor, and N.L. Feuvre. 2020. The contours of gendered academic citizenship. In Gendered academic citizenship: Issues and experiences, eds. S. Sümer, P. O’Connor, and N.L. Feuvre. Cham: Palgrave.
  • Sun, X. 2023. ‘Doctoral pathways to imagined futures in higher education: Two Hong Kong cases’, Teaching in Higher Education, [onlinefirst].
  • Teferra, D. 2016. Conclusion: the era of mass early career academics and aging faculty–Africa's paradox. Studies in Higher Education 41, no. 10: 1869–1881.
  • Tian, M., and G. Lu. 2017. What price the building of world-class universities? Academic pressure faced by young lecturers at a research-centered university in China. Teaching in Higher Education 22, no. 8: 957–74. doi:10.1080/13562517.2017.1319814.
  • Tzanakou, C. 2021. Stickiness in academic career (im)mobilities of STEM early career researchers: An insight from Greece. Higher Education 82, no. 4: 695–713.
  • UNESCO. 2022. ‘Higher Education Global Development Report’, UNESCO, https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/UNESCO_Higher%20Education%20Global%20Data%20Report_Working%20document_May2022_EN_0.pdf.
  • Warnock, D.M. 2016. Paradise lost? Patterns and precarity in working-class academic narratives. Journal of Working-Class Studies 1, no. 1: 28–44. doi:10.13001/jwcs.v1i1.6013.
  • Woodfine, C., and D. Warner. 2023. The identity dilemmas of early career teachers from under-represented groups in the UK. Teaching Education 34, no. 3: 335–50. doi:10.1080/10476210.2022.2118704.
  • Xiao, D. 2021. Learning from learners in China: Teaching public policy to continuing education students. In Early career teachers in higher education: International teaching journeys, eds. J. in Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.
  • Zacher, H., C.W. Rudolph, T. Todorovic, and D. Ammann. 2019. Academic career development: A review and research agenda. Journal of Vocational Behavior 110: 357–73. doi:10.1016/j.jvb.2018.08.006.
  • Zimmermann, A. 2021. Developing as a critical pedagogue in Brazil: Challenges, reflections and actions. In Early career teachers in higher education: International teaching journeys, eds. J. Crutchley, Z. Nahaboo, and N. Rao. London: Bloomsbury Academic.