Abstract
The aim of this research was to investigate the type of learning that is involved in the development of university lecturers professional identity. Furthermore, it also aimed to identify ways of optimising the type of learning involved for lecturer development purposes.
The research questions that guided this mini-dissertation were firstly, “How do university lecturers develop their professional identities?” and secondly, “What type of learning processes are involved in the identity development of university lecturers?”
In light of the above, aspects of narrative as well as constant comparison methods were employed using interviews for data collection. Nine participants were purposefully selected in terms of them being typical university lecturers within a university. A typical lecturer in this study refers to one in which teaching and research form the basic requisites of service. They were interviewed to investigate how they develop a professional identity and also to ascertain the types of learning processes involved in the development of this identity. The data gathered was analysed and the findings were written up.
The findings of this research indicated that lecturers develop their professional identity through informal learning experiences in a university context. These experiences are characterised by support or a lack of support from other more knowledgeable and experienced lecturers or whether the lecturer enters the university with already well developed social skills. A lack of support leads to the strengthening of a personal identity and inhibits the development of professional identity. Support gained leads to a strengthening of social identity and assists the development of professional identity. Mentoring and communities of practice are the support structures required which form supportive informal professional relationships. These relationships are characterised by narrative which is the primary learning process involved in the development of professional identity.
It is my contention that through informal learning in a situated context lecturers are empowered to take more responsibility with others for the results of their work – thus developing a professional identity. University management does not presently see the merits for lecturers or the university itself for developing the professional identity of lecturers. Such an initiative would lead to more innovative, quick and effective problem solving through collaboration and shared efforts. In today’s economy and with competition for student numbers in private universities there is a need to seek new ways to understand and deliver learning outside formal contexts – this is fuelled in part by radical changes in the market that have pushed many other organisations to work, organize and think and learn in very different ways.
Prof. S.J. Gravett