Reflection on practice: collaborative action research for new academics

Abstract

This article examines the experiences of recently appointed academics at two universities, one in the United Kingdom and the other in New Zealand. The groups at each university used collaborative action research methods during an academic year to support their transition. Our study looks at the outcomes of the project and reports on the experiences of establishing an academic career. These experiences are characterised by continually having to rise to new challenges such as getting research programmes under way, dealing with lecture preparation and high teaching loads. New starters reported problems associated with academic identity, lack of support and exploitation. We review our attempts to use collaborative action research to support professional development. In providing a safe community away from departments, we hoped that individuals would systematically enquire into their own practice. The group also served to provide an audience for the publication of this form of research, and as a critical community for contesting ideas and action.