Academic identities and higher education change: reviewing the evidence

Abstract

ABSTRACT Background The landscape of higher education continues to evolve in ways that have significant implications for the academic profession, including the shaping of academic identities. In a context of increasing marketisation, it is essential to understand more about the complex relationship between academic identities and structural change within the tertiary education sector. Purpose This study sought to review research evidence to gain insight into how academics are experiencing change in higher education environments, and how this may influence their work and identities. Method A literature review, which focused on empirical studies involving academics working in higher education, was conducted to examine the relationship between academic identities and the changing higher education context. A search identified 44 relevant articles and these were analysed using a content analysis approach. Findings According to the analysis of literature, a growing number of empirical studies is exploring how academics respond to, adapt to, and are vulnerable to changes in the higher education context. Studies drew attention to the fluid nature of identity processes during these changes, with academics sometimes developing hybrid identities, prioritising certain activities and/or seeking to achieve balance. Issues evident included high workload, with increases linked to administrative tasks and performance expectations. Conclusions The review of literature raises important questions about the core of the academic profession and the potential risk of detachment from its central principles. In a context of transition within higher education, it points to the need to value the agency of academics in their work and recognise this as integral to, rather than peripheral to, institutional decision-making.