Early career academics’ identity development in a changing HE landscape: insights from a Malaysian private university

Abstract

ABSTRACT This study reports on the experiences of early career academics (ECAs) in a private Malaysian higher education (HE) institution and its impact on their academic identity. Through the use of a qualitative inquiry, the findings revealed that the ECAs’ academic identity development was imbued with challenges and complexities, as they navigated academia. Due to the performative culture in HE, the formation of a stable identity is continuously challenged by the demands represented by the institutional context. ECAs reported having to negotiate their core academic identity as teachers due to tensions from having to assume multiple roles in the organization. The findings also revealed narratives of resistance and marginalization, highlighting misconceptions about academia and the disconnect between the ECAs’ personal, professional and organizational goals, which contribute to the global literature on the academic profession in two respects. First, it contributes to the empirically grounded knowledge of the complex manner on how ECAs negotiate, challenge or comply with the new managerialist agenda. Second, it explores the emerging academic identity that the ECAs are forming under this competitive HE context. The study proposes strategies for a more inclusive career development process to nurture and support ECAs in the HE setting.