Poetic Transcription: An Option in Supporting the Early Career Academic?
Keywords:early career academic, resilience, liminality, poetic transcription with a twist
This on the horizon paper concerns early career academics and their developing roles in the context of a focus on transitions into higher education. Despite a purported dearth of data in respect of the early career academic, it suggests that challenges faced by such individuals centre on the development of identity, agency and community. Two theoretical perspectives – resilience and liminality – are outlined and used to suggest that whilst the transition into role will be disruptive, such an experience does not have to be damaging; indeed, well managed, it might enable individuals to flourish. Poetic transcription as a research method is introduced and then re-presented with a twist to illustrate its potential to support the early career academic as an individual and as a member of community of practice. Plans for a small-scale action research project are outlined to investigate the potential of poetic transcription with a twist to strengthen resilience and negotiate liminality.
Keywords: early career academic; resilience; liminality; poetic transcription with a twist
Berk, L. (2012). Child Development (9th ed.). Illinois: Pearson International Edition.
Bosetti, L., Kawalilak, C., & Patterson, P. (2008). Betwixt and between: Academic women in transition. Canadian Journal of Higher Education, 38(2), 95–115.
Cox, M. (2013). The impact of communities of practice in support of early-career academics. International Journal for Academic Development, 18(1), 18–30.
Findlow, S. (2011). Higher education change and professional–academic identity in newly ‘academic’ disciplines: The case of nurse education. Higher Education, 63, 117–133.
Fox, J. (2010). Building resilience. Retrieved from http://www.childcentredpractice.co.uk/Websites/ccp1/files/Content/1553772/Use%20of%20the%20Risk%20and%20resilience%20matrix%20when%20planning%20for%20children.doc
Glesne, C. (1997). That rare feeling: Re-presenting research through poetic transcription. Qualitative Enquiry, 3(2), 202–221.
Jones, A. (2010). Not some shrink-wrapped beautiful package: Using poetry to explore academic life. Teaching in Higher Education, 15(5), 591–606.
La Shure, C. (2005). What is liminality? Retrieved from http://www.liminality.org/about/whatisliminality/
Loads, D. (2010). ‘I’m a dancer’ and ‘I’ve got a saucepan stuck on my head’: Metaphor in helping lecturers to develop being-for-uncertainty. Teaching in Higher Education, 15(4), 409–421.
Remmik, M., Karm, M., Haamer, A., & Lepp, L. (2011). Early-career academics’ learning in academic communities. International Journal for Academic Development, 16(3), 187–199.
Sutherland, L., & Taylor, L. (2011). The development of identity, agency and community in the early career stages of the academic career. International Journal for Academic Development, 16(3), 183–186.
Whittaker, R. (2008). Quality Enhancement Themes: The first year experience. Transition to and during the first year. Mansfield: Quality Assurance Agency for Higher Education.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.