This tale of ours: Pakistani academics’ challenges, struggles, and becoming

ABSTRACT

This paper, reporting the findings from a larger, earlier study, aimed to develop an in-depth understanding of the struggles involved in six Pakistani academics’ experiences of professional growth. A narrative inquiry approach was used to explore the experiences and the data were analysed using paradigmatic reasoning, an approach to analysing narratives. The results indicate that professional learning for the participants in this inquiry is largely a solitary endeavour that relies on an internal locus of control and is driven by a sense of ethical responsibility. Findings support holistic academic development, with important strategic implications for academic developers in higher education institutions.

KEYWORDS:

• Academic development
• higher education
• narrative inquiry
• Pakistan

Additional information

Notes on contributors

Imran Anjum

Imran Anjum is an independent academic and author and has worked as an Assistant Professor and academic developer in several Pakistani universities. He has two broad areas of research interest: identity, belonging, and emotion in teaching and learning, and theory and practice of academic development in contemporary higher education.

Sharon Fraser

Sharon Fraser is a professor in science education in the School of Education at the University of Tasmania. She has widespread experience in quality assurance and the development and management of strategic education in higher education.

Sharon Thomas

Sharon Thomas is an Adjunct Senior Lecturer in the School of Education at University of Tasmania. She was an academic developer, researcher, and Associate Dean, Learning and Teaching in higher education.