A systematic review of research on early career academics’ identity in neoliberal higher education from 2008 to 2022

References

• Acker, S., & Webber, M. (2017). Made to measure: Early career academics in the Canadian university workplace. Higher Education Research & Development, 36(3), 541–554. https://doi.org/10.1080/07294360.2017.1288704
   Web of Science ®Google Scholar
• Adi Badiozaman, I. F. B. (2021). Early career academics’ identity development in a changing HE landscape: Insights from a Malaysian private university. Asia Pacific Journal of Education, 41(3), 424–439. https://doi.org/10.1080/02188791.2020.1793732
   Web of Science ®Google Scholar
• Angervall, P., & Gustafsson, J. (2014). Becoming an academic researcher. Policy Futures in Education, 12(2), 191–199. https://doi.org/10.2304/pfie.2014.12.2.191
   Google Scholar
• Anikina, Z., Goncharova, L., & Evseeva, A. (2020). Constructing academic identity in the changing Russian higher education context: Preliminary perspectives. Higher Education Research & Development, 39(5), 855–868. https://doi.org/10.1080/07294360.2019.1704690
   Web of Science ®Google Scholar
• Aprile, K. T., Ellem, P., & Lole, L. (2021). Publish, perish, or pursue? Early career academics’ perspectives on demands for research productivity in regional universities. Higher Education Research & Development, 40(6), 1131–1145. https://doi.org/10.1080/07294360.2020.1804334
   Web of Science ®Google Scholar
• Archer, L. (2008a). The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy, 23(3), 265–285. https://doi.org/10.1080/02680930701754047
   Web of Science ®Google Scholar
• Archer, L. (2008b). Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity. Studies in Higher Education, 33(4), 385–403. https://doi.org/10.1080/03075070802211729
   Web of Science ®Google Scholar
• Billot, J., & King, V. (2017). The missing measure? Academic identity and the induction process. Higher Education Research & Development, 36(3), 612–624. https://doi.org/10.1080/07294360.2017.1288705
   Web of Science ®Google Scholar
• Bosanquet, A., Mailey, A., Matthews, K. E., & Lodge, J. M. (2017). Redefining ‘early career’ in academia: A collective narrative approach. Higher Education Research & Development, 36(5), 890–902. https://doi.org/10.1080/07294360.2016.1263934
   Web of Science ®Google Scholar
• Bristow, A., Robinson, S., & Ratle, O. (2017). Being an early-career CMS academic in the context of insecurity and ‘excellence’: The dialectics of resistance and compliance. Organization Studies, 38(9), 1185–1207. https://doi.org/10.1177/0170840616685361
   Web of Science ®Google Scholar
• Bristow, A., Robinson, S., & Ratle, O. (2019). Academic arrhythmia: Disruption, dissonance, and conflict in the early-career rhythms of CMS academics. Academy of Management Learning & Education, 18(2), 241–260. https://doi.org/10.5465/amle.2017.0340
   Web of Science ®Google Scholar
• Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329–345. https://doi.org/10.1080/01411920701532269
   Web of Science ®Google Scholar
• Djerasimovic, S., & Villani, M. (2020). Constructing academic identity in the European higher education space: Experiences of early career educational researchers. European Educational Research Journal, 19(3), 247–268. https://doi.org/10.1177/1474904119867186
   Web of Science ®Google Scholar
• Dugas, D., Stich, A. E., Harris, L. N., & Summers, K. H. (2020). I’m being pulled in too many different directions’: Academic identity tensions at regional public universities in challenging economic times. Studies in Higher Education, 45(2), 312–326. https://doi.org/10.1080/03075079.2018.1522625
   Web of Science ®Google Scholar
• Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical Social Research, 273–290. http://www.jstor.org/stable/23032294.
   Web of Science ®Google Scholar
• Evans, J., & Benefield, P. (2001). Systematic reviews of educational research: Does the medical model fit? British Educational Research Journal, 27(5), 527–541. https://doi.org/10.1080/01411920120095717
   Web of Science ®Google Scholar
• Gong, Y., & Gao, X. (2024). Language teachers’ identity tensions and professional practice in intercultural teaching. Language Teaching Research. https://doi.org/10.1177/13621688241241125
   Web of Science ®Google Scholar
• Gong, Y., Lyu, B., & Gao, X. (2018). Research on teaching Chinese as a second or foreign language in and outside mainland China: A bibliometric analysis. The Asia-Pacific Education Researcher, 27(4), 277–289. https://doi.org/10.1007/s40299-018-0385-2
   Web of Science ®Google Scholar
• Gong, Y. F., Lai, C., & Gao, X. A. (2022). Language teachers’ identity in teaching intercultural communicative competence. Language, Culture and Curriculum, 35(2), 134–150. https://doi.org/10.1080/07908318.2021.1954938
   Web of Science ®Google Scholar
• Haddow, G., & Hammarfelt, B. (2019). Early career academics and evaluative metrics: Ambivalence, resistance and strategies. In F. Cannizzo & N. Osbaldiston (Eds.), The social structures of global academia (pp. 123–143). Routledge.
   Google Scholar
• Hale, S., & Napier, J. (2013). Research methods in interpreting: A practical resource. Bloomsburry.
   Google Scholar
• Harris, S. (2005). Rethinking academic identities in neo-liberal times. Teaching in Higher Education, 10(4), 421–433. https://doi.org/10.1080/13562510500238986
   Web of Science ®Google Scholar
• Jones, D. R., Gardner, T., & Bui, H. (2022). Vietnamese early career academics’ identity work: Balancing tensions between East and West. Studies in Higher Education, 47(6), 1284–1296. https://doi.org/10.1080/03075079.2021.1876651
   Web of Science ®Google Scholar
• Laudel, G., & Gläser, J. (2008). From apprentice to colleague: The metamorphosis of early career researchers. Higher Education, 55(3), 387–406. https://doi.org/10.1007/s10734-007-9063-7
   Web of Science ®Google Scholar
• MacKenzie, H., McShane, K., & Wilcox, S. (2007). Challenging performative fabrication: Seeking authenticity in academic development practice. International Journal for Academic Development, 12(1), 45–54. https://doi.org/10.1080/13601440701217329
   Google Scholar
• McAlpine, L., Amundsen, C., & Turner, G. (2014). Identity-trajectory: Reframing early career academic experience. British Educational Research Journal, 40(6), 952–969. https://doi.org/10.1002/berj.3123
   Web of Science ®Google Scholar
• McLachlan, F. (2017). Being critical: An account of an early career academic working within and against neoliberalism. Sport, Education and Society, 22(1), 58–72. https://doi.org/10.1080/13573322.2016.1236017
   Web of Science ®Google Scholar
• Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group, T. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
   PubMed Web of Science ®Google Scholar
• Nästesjö, J. (2022). Managing the rules of recognition: How early career academics negotiate career scripts through identity work. Studies in Higher Education, 1–13. https://doi.org/10.1080/03075079.2022.2160974
   Web of Science ®Google Scholar
• Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345. https://doi.org/10.1080/02680930500108718
   Web of Science ®Google Scholar
• Smith, J. (2017). Target-setting, early-career academic identities and the measurement culture of UK higher education. Higher Education Research & Development, 36(3), 597–611. https://doi.org/10.1080/07294360.2017.1288708
   Web of Science ®Google Scholar
• Stentiford, L., & Koutsouris, G. (2021). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11), 2245–2261. https://doi.org/10.1080/03075079.2020.1716322
   Web of Science ®Google Scholar
• Strike, T., & Taylor, J. (2009). The career perceptions of academic staff and human resource discourses in English higher education. Higher Education Quarterly, 63(2), 177–195. https://doi.org/10.1111/j.1468-2273.2008.00404.x
   Google Scholar
• Sutton, P. (2017). Lost souls? The demoralization of academic labour in the measured university. Higher Education Research & Development, 36(3), 625–636. https://doi.org/10.1080/07294360.2017.1289365
   Web of Science ®Google Scholar
• Tao, J., & Gao, X. A. (2021). Language teacher agency. Cambridge University Press.
   Google Scholar
• Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 1–10. https://doi.org/10.1186/1471-2288-8-45
   PubMed Web of Science ®Google Scholar
• Tülübaş, T., & Göktürk, Ş. (2023). A meta-synthesis on academic identity in the neoliberal context of academy. Higher Education, 86, 139–161. https://doi.org/10.1007/s10734-022-00906-9
   Web of Science ®Google Scholar
• Winter, R. (2009). Academic manager or managed academic? Academic identity schisms in higher education. Journal of Higher Education Policy and Management, 31(2), 121–131. https://doi.org/10.1080/13600800902825835
   Google Scholar
• Yin, Y. M., & Mu, G. M. (2022). Thriving in the neoliberal academia without becoming its agent? Sociologising resilience with an early career academic and a mid-career researcher. Higher Education, 1–16. https://doi.org/10.1007/s10734-022-00901-0
   Web of Science ®Google Scholar
• Ylijoki, O. H., & Henriksson, L. (2017). Tribal, proletarian and entrepreneurial career stories: Junior academics as a case in point. Studies in Higher Education, 42(7), 1292–1308. https://doi.org/10.1080/03075079.2015.1092129
   Web of Science ®Google Scholar
• Ylijoki, O. H., & Ursin, J. (2013). The construction of academic identity in the changes of Finnish higher education. Studies in Higher Education, 38(8), 1135–1149. https://doi.org/10.1080/03075079.2013.833036
   Web of Science ®Google Scholar
• Yuan, R. (2017). This game is not easy to play’: A narrative inquiry into a novice EFL teacher educator’s research and publishing experiences. Professional Development in Education, 43(3), 474–491. https://doi.org/10.1080/19415257.2016.1182936
   Web of Science ®Google Scholar