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Marilena Antoniadou

This chapter contributes to the increasing volume of work that seeks to understand the experiences of early-career academics working in UK Higher Education. Drawing on a qualitative study, academics who are new to the profession recounted personal experiences in relation to their professional adaptation. The dual value of this chapter is that it provides knowledge about behavioural patterns of what entering the profession feels like for early-career academics and differentiates them from those of migrant academics, where a distinction is not widely available in the educational literature, as the two groups share common experiences. Further, it highlights perceptions of resisting and complying with the current context of academic ‘excellence’ as imposed by the growing neoliberalism of higher education.

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Marilena Antoniadou

This chapter contributes to the research that seeks to understand the experiences of international academics who work in cross-cultural educational settings. Drawing on a qualitative study, foreign-born academics, who are pursuing careers in UK universities, recounted personal experiences in relation to their professional and social adaptation. These experiences were reflected in four phases that highlight the transitory themes that influenced and hindered the adaptation of international academics. Consideration is given to the resilience needed by these academics to adapt to their new social and working environments, albeit at a particularly heavy emotional toll. The value of this study is that it provides knowledge about behavioural patterns and perceptions of what the pursuit of internationalisation means for international academics in the UK specifically, which is not widely available in educational literature, and discusses the implications for individuals and for institutions.

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Edited by Marilena Antoniadou and Mark Crowder

This introductory section is written by the editors and presents the context of the book. It provides information about the rationale behind this book, its main purpose and objectives, and its overall structure. It highlights the changes that academics working in modern higher education are facing, particularly how being an academic has now become more stressful, competitive, uncertain, ambiguous and, sometimes, overwhelming. A summary of each chapter is provided, based on three chronological phases within the working lives of academics: entering academia, during academia, and leaving academia.

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Edited by Marilena Antoniadou and Mark Crowder

This is the final part of the book, written by the editors. The conclusion summarises the key messages that the authors have attempted to communicate and emphasises how this book can be the catalyst for change in respect to the challenges that modern academics face in a volatile context. Taking a personal reflexive approach, the two editors conclude the book by arguing that if academics wish to sustain the values, status and autonomy that characterise the profession, then we need to vocalise and theorise these concerns, which must ultimately be turned into action that resists the current dominant discourse of the neo-liberal higher education.

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Edited by Marilena Antoniadou and Mark Crowder

Examining the modern day challenges faced by academics throughout their working lives, this timely book investigates the ways in which academic careers are changing, the reasons for these changes and their potential future impacts. Contributors with insider experience of both traditional research focussed universities and newer institutions with an emphasis on teaching, utilise theoretical and empirical methods to provide international perspectives on the key issues confronting modern day academics.
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Marilena Antoniadou, Mark Crowder and Jim Stewart

This chapter explores key roles and responsibilities undertaken by academics working in UK Higher Education in relation to the student experience. Based on a case study of a large, modern university, we explore perceptions of three management roles that academics perform alongside their academic duties; namely programme leader, year tutor and personal tutor. Drawing on Brookfield’s (1995) four-lens framework, these roles are examined from multiple actors’ perspectives: students, peers, educational researchers, and autobiographical experiences. This study makes an important theoretical contribution by applying Brookfield’s four-lens framework, not previously used in researching academic life. Doing this offers insight into how each management role is enacted, and how it relates to various aspects of the student experience. These unique theoretical and empirical insights have implications for enhancing the student experience and supporting academics in the enactment of management roles.