Culture shock and the gendered teaching experiences of new academics.
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Date
2021-12-07
Authors
Hooper, Helen
Mathieson, Susan
Black, Kate
Allin, Linda
Orme, Elizabeth
Anderson, Emma
Penlington, Roger
McInnes, Lynn
Citation
Hooper, H., Mathieson, S., Black, K., Allin, L., Orme, E., Anderson, E., Penlington, R. and McInnes, L. (2021) ‘Culture shock and the gendered teaching experiences of new academics’, in Society for Research into Higher Education: Annual International Research Conference 2021, 6/12/21.
Abstract
This study, by a group of academic developers investigating the experiences of academics of their induction to teaching, is underpinned by Cultural Historical Activity Theory. CHAT provides a framework for collaborative research for bringing about changes in thinking and practice through identification and understanding of contradictions in ‘activity systems’. The ‘activity system’ for induction to teaching was collaboratively mapped and used to interview academics. Interview transcript analysis surfaced typical patterns of experience and revealed academics experienced contradictions with both sociocultural and structural aspects of ‘activity systems’ for induction to teaching. Findings included gendered teaching experiences and the extent, nature and impact of the teaching and learning ‘culture shock’, such as perceived ‘power imbalance’ resulting from student feedback. Exploring these contradictions enabled academic developers to collaborate in developing interventions rooted in academics’ lived experiences. Reflections on the ‘expansive learning’ promoted by researcher engagement with CHAT will also be shared.