Abstract
This doctoral study explores how do early career academics experience their sense of belonging to the academic profession and how do they experience the teaching-research nexus during the transition of their institution from a teaching- to a research-led environment with an ethnography-informed phenomenology approach. Moreover, it examines the complexity of the transition and the role that ECAs play in the university repositioning. This study seeks to place the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the ECAs around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities during a changing environment. It will shed light on scholarly debates on the growth of academic identity in the early career stage and faculty development in China.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Comparative & International Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
