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Innovations in Education and Teaching International Volume 49, 2012 - Issue 1: Identities in Transition
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Becoming an academic: the reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions

Caroline Smith Faculty of Health and Wellbeing, University of Cumbria, Carlisle, UK
&
Pete Boyd Faculty of Education, University of Cumbria, Carlisle, UKCorrespondence[email protected]
Pages 63-72 | Published online: 31 Jan 2012

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Mark Barrow & Linlin Xu. (2023) Academic identity formation: the influence of space. Discourse: Studies in the Cultural Politics of Education 44:1, pages 76-87.
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Mariela Aguayo-González & Crista Weise. (2022) Career Transition and Identity Development in Academic Nurses: A Qualitative Study. Journal of Constructivist Psychology 35:4, pages 1371-1389.
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Vivien Gibbs & Marc Griffiths. (2021) AHP leadership in academia: opportunities, challenges and current positioning. Studies in Higher Education 46:11, pages 2216-2229.
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Nicoline Herman, Maria Jose, Misiwe Katiya, Merlisa Kemp, Natalie le Roux, Claudia Swart-Jansen van Vuuren & Charmaine 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 26:1, pages 69-81.
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Simon Fletcher, Cheryl Whiting, Annette Boaz & Scott Reeves. (2020) Expanding postgraduate clinical research capacity: an exploration of key resistances. Journal of Further and Higher Education 44:5, pages 596-608.
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N. Morrell-Scott. (2019) The perceptions of acceptance by new academics to a Higher Education Institution. Journal of Further and Higher Education 43:3, pages 305-320.
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Karen J. Haley & Kathy D. Lohr. (2018) Novice and Expert: Challenging Professional Education. The Journal of Continuing Higher Education 66:3, pages 200-203.
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Nick Pilcher, Alan Forster, Stuart Tennant, Mike Murray & Nigel Craig. (2017) Problematising the ‘Career Academic’ in UK construction and engineering education: does the system want what the system gets?. European Journal of Engineering Education 42:6, pages 1477-1495.
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Priscilla Ennals, Tracy Fortune, Anne Williams & Kate D'Cruz. (2016) Shifting occupational identity: doing, being, becoming and belonging in the academy. Higher Education Research & Development 35:3, pages 433-446.
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Tracy Fortune, Priscilla Ennals, Anoo Bhopti, Cheryl Neilson, Susan Darzins & Christopher Bruce. (2016) Bridging identity ‘chasms’: occupational therapy academics’ reflections on the journey towards scholarship. Teaching in Higher Education 21:3, pages 313-325.
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Pete Boyd & Caroline Smith. (2016) The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions. Studies in Higher Education 41:4, pages 678-695.
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Pete Boyd, Caroline Smith & Dilek Ilhan Beyaztas. (2015) Evaluating academic workplaces: the hyper-expansive environment experienced by university lecturers in professional fields. International Journal for Academic Development 20:1, pages 18-32.
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Liz Ballinger. (2014) How person-centred counselling trainers understand and experience their role in the current British context. British Journal of Guidance & Counselling 42:2, pages 154-165.
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Nicola Andrew, Amélia Lopes, Fátima Pereira & Ilda Lima. (2014) Building communities in higher education: the case of nursing. Teaching in Higher Education 19:1, pages 72-77.
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Articles from other publishers (31)

Sanne R. Daas, Indira N. Z. Day & Didi M. E. Griffioen. (2023) Mutual enhancement or one‐way street: The intended synergy between research and education of Dutch universities of applied sciences . Higher Education Quarterly.
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Marian Cornett, Claire Palermo & Susan Ash. (2022) Professional identity research in the health professions—a scoping review. Advances in Health Sciences Education 28:2, pages 589-642.
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Mark Barrow. (2022) Ontological congruence, discipline and academic identity in university schools of nursing. Higher Education 85:3, pages 637-650.
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Michelle Gray, Melanie Baker & Annemarie De Leo. (2023) What do we know about midwives’ transition from clinical practice to higher education teaching roles? A scoping review. Nurse Education in Practice 67, pages 103531.
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Mary Kitchener. 2023. Professional Development for Practitioners in Academia. Professional Development for Practitioners in Academia 11 24 .
Erica Munnik, Mario Smith & Abigail Simons. (2022) Occupational Stress and Coping Strategies in Health Professions Academics at a Historically Disadvantaged Institution in South Africa. Southern African Journal of Social Work and Social Development 34.
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Sarah L. Lee, Charlotte E. Rees, Bridget C. O'Brien & Claire Palermo. (2022) Identities and roles through clinician-educator transitions: A systematic narrative review. Nurse Education Today 118, pages 105512.
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Stefano Sandrone & Iro Ntonia. (2022) Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics. BMC Medical Education 22:1.
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Unice Goshomi, Carol Bedwell, Christina Mudokwenyu-Rawdon, Malcolm Campbell & Dame Tina Lavender. (2022) Newly qualified midwives' knowledge and perceptions of the International Confederation of Midwives and its core competences in Zimbabwe. African Journal of Midwifery and Women's Health 16:1, pages 1-14.
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Mark Barrow & Linlin Xu. (2021) Making their way as academics: A qualitative study examining how nurse academics understand and (re)construct academic identity. Nurse Education Today 100, pages 104820.
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Lisa Muirhead, Susan Brasher, Catherine Vena, Priscilla Hall & Anne Cadet. (2021) Assimilation of Expert Clinician Into the Academy. Nurse Educator 46:2, pages 121-125.
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Montserrat Castelló, Lynn McAlpine, Anna Sala-Bubaré, Kelsey Inouye & Isabelle Skakni. (2020) What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education 81:3, pages 567-590.
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Nina Dhirasasna, Emiliya Suprun, Stefen MacAskill, Mehdi Hafezi & Oz Sahin. (2021) A Systems Approach to Examining PhD Students’ Well-Being: An Australian Case. Systems 9:1, pages 17.
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Ruth M. StrudwickRuth M. Strudwick. 2021. The Ethnographic Radiographer. The Ethnographic Radiographer 73 82 .
Mary Allison McQuilkin, Elizabeth Gatewood, Bridget Gramkowski, Jay Michael Hunter, Andrea Kuster, Katerina Melino & Lisa Klee Mihaly. (2020) Transitioning from clinician to nurse practitioner clinical faculty: A systematic review. Journal of the American Association of Nurse Practitioners 32:10, pages 652-659.
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Lyn Ebert, Lyndall Mollart, Samantha J. Nolan & Elaine Jefford. (2020) Nurses and midwives teaching in the academic environment: An appreciative inquiry. Nurse Education Today 84, pages 104263.
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John Michael Dunning. (2019) Professional superheroes: Are changes in higher education stretching hospitality management academics' professionalism to the limit?. Journal of Hospitality, Leisure, Sport & Tourism Education 25, pages 100200.
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Charlotte E Rees, Fiona Kent & Paul E S Crampton. (2019) Student and clinician identities: how are identities constructed in interprofessional narratives?. Medical Education 53:8, pages 808-823.
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Julie Attenborough & Stephen Abbott. (2018) The impact of Nursing and Midwifery Council revalidation on the professional identity of academic staff in a higher education institution: A qualitative study. Nursing Open 6:2, pages 434-442.
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Tatjana Zlatanovic, Sølvi Mausethagen, Anne Leseth & Peter Forde Hougaard. (2018) The role of nurse teachers’ academic competencies. Nordisk sygeplejeforskning 8:4, pages 260-275.
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Mirjam Lukasse, Anne Marie Lilleengen, Anne Margrethe Fylkesnes & Lena Henriksen. (2017) Norwegian midwives’ opinion of their midwifery education – a mixed methods study. BMC Medical Education 17:1.
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A. Baldwin, J. Mills, M. Birks & L. Budden. (2017) Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students. Nurse Education Today 59, pages 1-5.
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Kylie A Carra, Tracy Fortune, Priscilla Ennals, Kate D’Cruz & Hilarie Kohn. (2017) Supporting scholarly identity and practice: Narratives of occupational therapy academics. British Journal of Occupational Therapy 80:8, pages 502-509.
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Saemundur E. Thorsteinsson, Kristinn Andersen, Helgi Thorbergsson & Karl Gudmundsson. (2017) Returning to academia from industry: Four case studies from Iceland. Returning to academia from industry: Four case studies from Iceland.
Joanne Seal. (2017) Multiple professional identities: A personal exploration of the transition from nurse to lecturer. Journal of Health Visiting 5:2, pages 94-99.
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Alison Craswell, Lauren Kearney & Rachel Reed. (2016) ‘Expecting and Connecting’ Group Pregnancy Care: Evaluation of a collaborative clinic. Women and Birth 29:5, pages 416-422.
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Patricia A. Logan, David Gallimore & Sue Jordan. (2016) Transition from clinician to academic: an interview study of the experiences of UK and Australian Registered Nurses. Journal of Advanced Nursing 72:3, pages 593-604.
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Amélia Lopes, Pete Boyd, Nicola Andrew & Fátima Pereira. (2013) The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education 68:2, pages 167-183.
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Damien Page. (2013) Recruitment and Transition of Construction Lecturers in Further Education. Educational Management Administration & Leadership 41:6, pages 819-836.
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Jennifer A. Specht. (2013) Mentoring Relationships and the Levels of Role Conflict and Role Ambiguity Experienced by Novice Nursing Faculty. Journal of Professional Nursing 29:5, pages e25-e31.
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Megan Smith & Joy Higgs. 2013. Educating Health Professionals. Educating Health Professionals 15 22 .

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