Hayam Mohammed

Department: LAD
Discipline: Education
Research Centre/Unit: General Education College

Project Summary

Conceptualization of Marketization and Managerialism in Education. Exploring Professional and Personal Identity Challenges that Face Academics

This paper is an attempt to further explore the challenges academics’ encounter and the changes they adopt to survive the profession’s ideologies and maintain the professional standards required for self-actualization and developmental interdependence within emerging standards of professional performance in a changing world. It begins with previous studies theoretical literature review exploration of professionalism concept and the diverse convolutions such as marketization of education, and necessitating managerial standards that academics accommodate to and embrace to maintain the security of their jobs and equally, their professional performance requirement standards. This is followed by a discussion of the implications of these adversities on academic identity formation and stability. It demonstrates the importance of interpreting the alterations in how the academic identity is conceived, and concludes with a discussion that calls for utilization of liberating polices that empower academics and advocates further research of the underlying effects on the educational process and the academic identity.

Keywords: Identity, Professionalism, Marketization, Managerialism

 

Supervisory Team

Reviewers

Dr. Susan Riley

Dr. Salah Troudi

Wider Research Interests

In order to be “professional”, teacher educators need to balance these skills and constantly work on their improvement no matter how difficult could this be. As Day (1999) puts it, “It is not always easy to achieve the kinds of equilibrium required by those demands”  (p. 15) .These technical and personal skills contribute to the formation of academics’ identities and profoundly affect and interact with the different social, professional, and personal contexts academics encompass. Moreover, the different contexts that academics are exposed to include challenges that they comply with during the course of their career, and construct their identities according to the professional and social surroundings they interact with. Academics’ view of their identities changes as an inevitable cognitive reflection on layers of inclination, abilities, social conditions and institutional support. In this respect, Korthagen and Vasalos (2005) demonstrated an onion model which, based on a concept of core reflection, proposed how academics gradually reflect on their environment in relation to their core beliefs and constructs. They become more aware of discrepancies between reality and desire that, if controlled, could help avoid negative self-constructions about situations such as "I feel powerless" (p. 55).    Predispositions for accountability, passion, autonomy have always been pillars for good teaching and professional performance; however, caught in the midst of a changing world, academics have experienced ways in which their ability and motivation to behave as professionals have been negatively affected. The study hopes to contribute to the growing body of research that explores the academic identity challenges that affect the professional performance and life quality of academics. This study aims at exploring the professional and personal effects of imposed challenges in an attempt to interpret the extent to which the global drive towards marketization and authoritarian management touched on academics’ job satisfaction, stress, life and work environment perceptions.