189
Views
0
CrossRef citations to date
0
Altmetric
Articles

A tribe hidden in plain sight: the ambiguous role of the instructor in a Caribbean university

ORCID Icon &

References

  • Ali, H. (2011). A comparison of cooperative learning and traditional lecture methods in the project management department of a tertiary level institution in Trinidad and Tobago. The Caribbean Teaching Scholar, 1(1), 49–64.
  • Apple, M.W. (2011). Democratic education in neoliberal and neoconservative times. International Studies in Sociology of Education, 21(1), 21–31. doi:10.1080/09620214.2011.543850
  • Archer, L. (2008). The Neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Educational Policy, 23(3), 265–285. doi:10.1080/02680930701754047
  • Barnett, R. (2000). Realising the university in an age of supercomplexity. Maidenhead, UK: Open University Press.
  • Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. Buckingham, UK: Open University Press.
  • Beckles, H., Perry, A.M., & Whiteley, P. (2002). The brain train: Quality higher education and Caribbean development. Kingston, Jamaica: The University of the West Indies Press.
  • Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128. doi:10.1016/j.tate.2003.07.001
  • Birds, R. (2015). Redefining roles and identities in higher education: The liminal experiences of a university spinout company. Journal of Higher Education Policy and Management, 37(6), 633–645. doi:10.1080/1360080X.2015.1103003
  • Blair, E. (2012). The relationship between ‘employability’ and the scholarship of teaching and learning in Caribbean university education. The Caribbean Teaching Scholar, 2(1), 69–75.
  • Brady, H.E., & Collier, E. (eds). (2010). Rethinking social inquiry: Diverse tools, shared standards. Plymouth, UK: Rowman and Littlefield Publishers.
  • Briggs, S. (2005). Changing roles and competencies of academics. Active Learning in Higher Education, 6(3), 256–268. doi:10.1177/1469787405057753
  • Brock-Utne, B. (2003). Formulating higher education policies in Africa: The pressure from external forces and the neoliberal agenda. Journal of Higher Education in Africa/Revue de l’enseignement supérieur en Afrique, 1(1), 24–56.
  • Browne, J. (2014). Medical educators: The other ‘lost tribe’ is coming home. Excellence in Medical Education, 5(1), 19–22.
  • Carlin, C. (2007). The interpretation of inequality in Trinidad. International Journal of Diversity in Organisations, Communities & Nations, 6(4), 1–5. doi:10.18848/1447-9532/CGP/v06i04/39211
  • Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329–345. doi:10.1080/01411920701532269
  • Coaldrake, P. (2000). Rethinking academic and university work. Journal of the Programme on Institutional Management in Higher Education, 12(3), 7–30.
  • Coaldrake, P., & Stedman, L. (1999). Academic work in the twenty-first century. Canberra, Higher Education Division, Training and Youth Affairs. Australia: Department of Education, Training and Youth Affairs, Higher Education Division.
  • Crawford, S. (2016). Playing mas on campus: Dance and public demonstrations at The University of the West Indies, Trinidad. Paper presented in the Congress on Research in Dance Conference Proceedings, 2016, 86–93. doi:10.1177/1753193415617756
  • Delgaty, L.E. (2017). Redefining practice: Challenging academic and institutional traditions with clinical distance learning. Electronic Journal of e-Learning, 15(1), 17–32.
  • Dillner, L. (1993). Senior house officers: The lost tribes. British Medical Journal, 307(6918), 1549–1551.
  • Enders, J., & Musselin, C. (2008). Back to the future? The academic profession in 21st Century. In OECD Educational Research and Innovation, Higher Education to 2030, Volume1, Demography (pp. 125–150). Paris, France: OECD Publishing.
  • Fanghanel, J. (2007). Investigating university lecturers’ pedagogical constructs in the working context. UK: The Higher Education Academy.
  • Forte, M.C. (2004). Writing the Caribs out: The construction and demystification of the ‘Deserted Island’ thesis for Trinidad. Paper presented at Indigenous Cultures, 1500–1825: Adaptation, Annihilation, or Persistence? International seminar on the history of the Atlantic world, 1500–1825. Cambridge, MA: Harvard University.
  • Gee, J.P. (2001). Identity as an analytical lens for research in education. Review of Research in Education, 25(1), 99–125.
  • Hannah, J., Stewart, S., & Thomas, M. (2011). Analysing lecturer practice: The role of orientations and goals. International Journal of Mathematical Education in Science and Technology, 42(7), 975–984. doi:10.1080/0020739X.2011.610008
  • Heller, J.R. (2012). Contingent faculty and the evaluation process. College Composition and Communication, 64(1), A8–A12.
  • Henkel, M. (2000). Academic identities and policy change in higher education. London, UK: Jessica Kingsley.
  • Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. Higher Education, 49, 155–176. doi:10.1007/s10734-004-2919-1
  • Jacobs, M., & Jacobs, G.J. (2014). Role perceptions of science academics who teach to first-year students: The influence of gender. Journal of Institutional Research, 19(1), 33–45.
  • Jawitz, J. (2009). Academic identities and communities of practice in a professional discipline. Teaching in Higher Education, 14(3), 241–251. doi:10.1080/13562510902898817
  • Kendall, K.D., & Schussler, E.E. (2012). Does instructor type matter? Undergraduate student perception of graduate teaching assistants and professors. CBE-Life Sciences Education, 11(2), 187–199. doi:10.1187/cbe.11-10-0091
  • Kinser, K. (2002). Faculty at private for-profit universities: The University of Phoenix as a new model. International Higher Education, 48(1), 13–14.
  • Kreber, C. (2000). How university teaching award winners conceptualise academic work: Some further thoughts on the meaning of scholarship. Teaching in Higher Education, 5, 61–78. doi:10.1080/135625100114966
  • Kuboni, O. (2009). From lecturer to course coordinator: Redefining the role of the university academic for teaching and learning in a distributed learning environment. Journal of Online Learning and Teaching, 5(1), 138–148.
  • Locke, W. (2014). Shifting academic careers: Implications for enhancing professionalism in teaching and supporting learning. UK: The Higher Education Academy.
  • Macfarlane, B. (2011). The morphing of academic practice: Unbundling and the rise of the para-academic. Higher Education Quarterly, 65(1), 59–73. doi:10.1111/hequ.2011.65.issue-1
  • Manathunga, C., & Brew, A. (2012). Beyond tribes and territories: New metaphors for new times. In P. Trowler, M. Saunders, & V. Bamber (Eds.), Tribes and territories in the 21st century: Rethinking the significance of disciplines in higher education (pp. 44–56). Abingdon, UK: Routledge.
  • Martin, C. (1998). Trinidad carnival glossary. TDR/The Drama Review, 42(3), 220–235. doi:10.1162/105420498760308580
  • McBurnie, G. (2001). Leveraging globalisation as a policy paradigm for higher education. Higher Education in Europe, 26(1), 11–26. doi:10.1080/03797720120054148
  • Minshall, P. (2000). Made in Trinidad. Caribbean Quarterly, 46(3/4), 95–117. doi:10.1080/00086495.2000.11672127
  • Mitchell, K. (2006). Neoliberal governmentality in the European Union: Education, training, and technologies of citizenship. Society and Space, 24(3), 389–407.
  • Monrouxe, L.V. (2010). Identity, identification and medical education. Medical Education, 44, 40–49. doi:10.1111/j.1365-2923.2009.03440.x
  • Pathak, V., & Pathak, K. (2010). Reconfiguring the higher education value chain. Management in Education, 24(4), 166–171. doi:10.1177/0892020610376791
  • Pitney, W.A. (2004). Strategies for establishing trustworthiness in qualitative research. Athletic Therapy Today, 9(1), 26–28. doi:10.1123/att.9.1.26
  • Pitt, R., & Mewburn, I. (2016). Academic superheroes? A critical analysis of academic job descriptions. Journal of Higher Education Policy and Management, 38(1), 88–101. doi:10.1080/1360080X.2015.1126896
  • Probert, B. (2013). Teaching-focused academic appointments in Australian universities: Recognition, specialisation, or stratification? Office for Learning and Teaching, Department of Industry, Innovation, Science, Research and Tertiary Education, Australian Government.
  • Sastry, M.K.S., Sankat, C.K., Copeland, B., Lewis, W., Khan, H., Bhajan, D., … Srivastava, K.D. (2006). Experiences in Trinidad and Tobago with the administration of a joint degree programme in engineering. Paper presented at Fourth LACCEI International Latin American and Caribbean Conference for Engineering and Technology, Mayagüez, Puerto Rico, June 21–23
  • Schweisfurth, M. (2011). Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development, 31(5), 425–432. doi:10.1016/j.ijedudev.2011.03.005
  • Steier, F.A. (2003). The changing nexus: Tertiary education institutions, the marketplace and the state. Higher Education Quarterly, 57(2), 158–180. doi:10.1111/hequ.2003.57.issue-2
  • Szekeres, J. (2004). The invisible workers. Journal of Higher Education Policy and Management, 22 (1),7–22. doi:10.1080/1360080042000182500
  • Taylor, P.G. (1997). Creating environments which nurture development: Messages from research into academics’ experiences. The International Journal for Academic Development, 2(2), 42–49. doi:10.1080/1360144970020207
  • Tight, M. (2008). Higher education research as tribe, territory and/or community: A co-citation analysis. Higher Education, 55(5), 593–605. doi:10.1007/s10734-007-9077-1
  • Voss, R., Gruber, T., & Szmigin, I. (2007). Service quality in higher education: The role of student expectations. Journal of Business Research, 60(9), 949–959. doi:10.1016/j.jbusres.2007.01.020
  • Winter, R.P., & O’Donohue, W. (2012). Academic identity tensions in the public university: Which values really matter? Journal of Higher Education Policy and Management, 34(6), 565–573. doi:10.1080/1360080X.2012.716005

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.