Seamlessly transcending the ‘academic bump’ to support the new lecturer in higher education

Abstract

This self-reflective article considers the support mechanisms from which new lecturers from a teaching background may benefit upon their entry to academia. The concept of academic identity is explored and the suggestion of a continually evolving professional identity is discussed. Emergent themes of reciprocity and critical friendship, team teaching and personal skills and qualities are examined. The framework for this article is the introduction of the Teaching Excellence Framework and recommendations for higher education practice are made in support of this.

Keywords:

• Teaching Excellence Framework
• professional identity
• quality
• mentoring
• post-compulsory education
• novice lecturer