Seamlessly transcending the ‘Academic Bump’ to support the new lecturer in higher education

Bywater, Amy and Mander, Sarah (2018). Seamlessly transcending the ‘Academic Bump’ to support the new lecturer in higher education. Research in Post-compulsory Education, 23(2) pp. 202–212.

DOI: https://doi.org/10.1080/13596748.2018.1444389

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.

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About

• Item ORO ID
• 73932
• Item Type
• Journal Item
• ISSN
• 1747-5112
• Keywords
• Teaching Excellence Framework; professional identity; quality; mentoring; post-compulsory education; novice lecturer
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Copyright Holders
• © 2018 Association for Research in Post-Compulsory Education (ARPCE)
• Related URLs
• • https://wlv.openrepository.com/handle/24...(Other)
• Depositing User
• Sarah Mander