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Paying the piper: the costs and consequences of academic advancement

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dc.contributor.author Casey, Ashley
dc.contributor.author Fletcher, Tim
dc.date.accessioned 2018-01-05T10:18:29Z
dc.date.available 2018-01-05T10:18:29Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/10344/6403
dc.description peer-reviewed en_US
dc.description.abstract In many professions there are qualifications to gain and professional standards to achieve. Lawyers pass the bar and doctors pass their boards. In academic life the equivalent is a doctorate, closely followed by a profile of peer-reviewed publication. To hold a doctoral degree is the common requirement to become ‘academic’ but does it prepare individuals to advance in an academic career? In choosing the idiom ‘paying the piper’ (i.e. where one must pay the costs and accept the consequences of one’s actions) we recognise that in seeking to develop our scholarly profiles we had to choose to adapt successfully to global workplace expectations, modify our professional aspirations or refuse to participate. In this paper we examine the challenges we faced as academics in physical education as we progressed from beginning to mid-career stages. We focus particularly on challenges related to seeking external research funding, exploring our assumptions about academic life and the perceived expectations that lie under the surface around research funding, teaching and service. Through the use of self-study we demonstrate how our perceptions of academic career progress meant paying personal and professional costs that we were largely (and perhaps naively) unaware of when we entered the academic workforce. Data consisted of Ashley’s reflective diaries generated over the past six years, which were analysed deductively based on an understanding of salient experiences of academic life, most notably, those related to the pursuit of funding and its relationship to academic advancement. Tim played the role of critical friend by asking probing questions, relating personal experiences to instances in Ashley’s data, and offering alternative interpretations of Ashley’s insights. By sharing our experiences we hope early career academics (ECAs) may relate to and learn from our naivety. In this way, there may be implications for the induction and mentoring of future ECAs. en_US
dc.language.iso eng en_US
dc.publisher Taylor & Francis (Routledge) en_US
dc.relation.ispartofseries Sport, Education and Society;22, (1) pp. 105-121
dc.relation.uri http://dx.doi.org/10.1080/13573322.2016.1168795
dc.subject higher education en_US
dc.subject socialisation en_US
dc.subject physical education en_US
dc.subject induction en_US
dc.subject mid-career en_US
dc.title Paying the piper: the costs and consequences of academic advancement en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1080/13573322.2016.1168795
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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