A tech-tonic shift: the complex dance of technology-enabled-learning and academic identity work in higher education

Abstract

ABSTRACT The Covid-19 pandemic catalysed significant transformations in higher education, prominently manifesting through the accelerated adoption of Technology-Enabled Learning (TEL). This shift not only redefined pedagogical practices but also significantly impacted the teaching-orientated identity work of academics. This study explores the repercussions of TEL on academic identity within the post-pandemic educational landscape, moving beyond the confines of online learning to consider the broader technological influences on teaching and learning. The study commences with a review of the existing literature on academic identity work, including an analysis of both the internal and external influences that shape this identity work. Through 20 interviews conducted with the faculty of higher education bodies, the study introduces a taxonomy of five overlapping academic identity archetypes; the entertainer, the hunter-gatherer, the gatekeeper, the humanist, and the technologist. These archetypes provide a classification for understanding the complex, multifaceted nature of academic identities and their evolution in response to TEL. Within this classification, we also include the multitude of rituals and activities undertaken within each archetype as modes of identity work. As such, this study underscores the dynamic, fluid nature of instructor-orientated academic identity, recognising the challenges and opportunities posed by TEL. By fostering environments that acknowledge and leverage these diverse identities, academic institutions can enhance their faculty's capacity to innovate and excel in teaching in an increasingly digital world.