Abstract
This paper reflects on my first year as a law lecturer. It considers the conversations, chances and choices that have shaped my growing into the role of legal academic. Based on my personal reflections, the paper examines what it is that I think I am trying to do in carrying out the business of the university and how that fits within the institutional framework in which I operate. Mirroring the realities of my time as a lecturer so far, the paper focuses on my development as a teacher.
1 Bradney (Citation2003).
Notes
1 Bradney (Citation2003).
2 For a consideration of the meaning, flexibility and fluidity of identity which I find useful see Goffman (Citation1990).
3 A full discussion of these debates is beyond the scope of this paper. Cownie (Citation2004) gives a useful overview. In addition readers interested in this area might find the writings of William Twining (eg Twining Citation1967, Citation1994, Citation1998); Tony Bradney (eg Citation2003) and Fiona Cownie (eg Citation1999b, Citation2004) among many others useful.
4 The inventory is designed to explore the way that academics go about teaching in a specific context. It consists of a series of statements ranked on a Likert‐type scale. In spite of recent criticism of the inventory (see Meyer and Ely Citation2006) it provides a useful starting point for reflection.
8 Dean’s Message, Bradford University School of Management website at http://www.brad.ac.uk/acad/management/external/page.php?section=homenew&page=deansmessage.
12 While this approach has its drawbacks in terms of flexibility and following interests as they develop within student groups, it also has advantages for a new lecturer. It provides a security blanket as well as a common ‘hymn sheet’ for module teams. It also frontloads the work so that the worry of course development is removed during the teaching time and it is possible to concentrate solely on the delivery aspects.