An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT)
| dc.contributor.advisor | Kessi, Shose | |
| dc.contributor.advisor | Malinga, Mandisa | |
| dc.contributor.author | Odiase, Osareme Nathan | |
| dc.date.accessioned | 2022-03-15T12:47:18Z | |
| dc.date.available | 2022-03-15T12:47:18Z | |
| dc.date.issued | 2021 | |
| dc.date.updated | 2022-03-14T07:56:23Z | |
| dc.description.abstract | The quest for institutional transformation has created a need to continually challenge traditional notions of what an academic is and should be. While several studies have explored academics' experiences to engender transformation systems, few studies have focused strictly on emerging academics (permanently working scholars within the first five years of academic careers). These early-career academics are faced with the challenge of adapting to the institutional culture and meeting disciplinary standards of performance. Their novelty in the system makes them more vulnerable to the effect of these challenges. This study aimed to identify how they navigate these challenges, what defines them as academics, what impacts their academic freedoms, how they challenge disciplinary standards of performance, and the extent to which institutional culture affects their experiences. Through a purposive and snowball sampling strategy, 20 academics were selected from the University of Cape Town (UCT) to study. They were interviewed using a semi-structured approach and were asked openended questions with an interview guide. Thematic analysis was used to analyze the interview data as it utilized an ideographic approach in providing insights into the participants' lived experiences. This methodological approach also helped prioritize how the study is carried out and explore participants' meaning-making processes. The participants perceived being an academic as an opportunity for subjective self-expression and a character-building process. They conceded that being an academic required genuine intellectual curiosity and a platform to engender innovation. The study also uncovered the effects of UCT's institutional and transformative plan on assimilating into the academic space. Academics perceived the performance appraising structure as too prescriptive and affirmed their desire to harness their positions to build strong interpersonal relations with students. The study recommends a more comprehensive and longitudinal approach to studying academic experiences focusing on the psycho-social factors influencing these experiences. The research further suggests a streamlined and faculty-based approach to further strengthening educational support systems at UCT. | |
| dc.identifier.apacitation | Odiase, O. N. (2021). <i>An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT)</i>. (). ,Faculty of Humanities ,Department of Psychology. Retrieved from http://hdl.handle.net/11427/36104 | en_ZA |
| dc.identifier.chicagocitation | Odiase, Osareme Nathan. <i>"An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT)."</i> ., ,Faculty of Humanities ,Department of Psychology, 2021. http://hdl.handle.net/11427/36104 | en_ZA |
| dc.identifier.citation | Odiase, O.N. 2021. An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT). . ,Faculty of Humanities ,Department of Psychology. http://hdl.handle.net/11427/36104 | en_ZA |
| dc.identifier.ris | TY - Master Thesis AU - Odiase, Osareme Nathan AB - The quest for institutional transformation has created a need to continually challenge traditional notions of what an academic is and should be. While several studies have explored academics' experiences to engender transformation systems, few studies have focused strictly on emerging academics (permanently working scholars within the first five years of academic careers). These early-career academics are faced with the challenge of adapting to the institutional culture and meeting disciplinary standards of performance. Their novelty in the system makes them more vulnerable to the effect of these challenges. This study aimed to identify how they navigate these challenges, what defines them as academics, what impacts their academic freedoms, how they challenge disciplinary standards of performance, and the extent to which institutional culture affects their experiences. Through a purposive and snowball sampling strategy, 20 academics were selected from the University of Cape Town (UCT) to study. They were interviewed using a semi-structured approach and were asked openended questions with an interview guide. Thematic analysis was used to analyze the interview data as it utilized an ideographic approach in providing insights into the participants' lived experiences. This methodological approach also helped prioritize how the study is carried out and explore participants' meaning-making processes. The participants perceived being an academic as an opportunity for subjective self-expression and a character-building process. They conceded that being an academic required genuine intellectual curiosity and a platform to engender innovation. The study also uncovered the effects of UCT's institutional and transformative plan on assimilating into the academic space. Academics perceived the performance appraising structure as too prescriptive and affirmed their desire to harness their positions to build strong interpersonal relations with students. The study recommends a more comprehensive and longitudinal approach to studying academic experiences focusing on the psycho-social factors influencing these experiences. The research further suggests a streamlined and faculty-based approach to further strengthening educational support systems at UCT. DA - 2021_ DB - OpenUCT DP - University of Cape Town KW - Emerging Academics KW - Transformation KW - Disciplinary Standards KW - Academic Freedoms KW - Institutional Culture KW - Academia KW - Thematic Analysis LK - https://open.uct.ac.za PY - 2021 T1 - An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT) TI - An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT) UR - http://hdl.handle.net/11427/36104 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/36104 | |
| dc.identifier.vancouvercitation | Odiase ON. An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT). []. ,Faculty of Humanities ,Department of Psychology, 2021 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/36104 | en_ZA |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | Department of Psychology | |
| dc.publisher.faculty | Faculty of Humanities | |
| dc.subject | Emerging Academics | |
| dc.subject | Transformation | |
| dc.subject | Disciplinary Standards | |
| dc.subject | Academic Freedoms | |
| dc.subject | Institutional Culture | |
| dc.subject | Academia | |
| dc.subject | Thematic Analysis | |
| dc.title | An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT) | |
| dc.type | Master Thesis | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationlevel | MSocSci |