Unveiling faculty conceptions of academic risk taking: a phenomenographic study

Catarina Figueira*, Nicholas Theodorakopoulos, Giorgio Caselli

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

Among recent developments in the field of higher education is the emergence of New Public Management and of what has been labelled as ‘risk university’. The aim of this paper is to redress the lack of discussion over the role that risk taking plays in academic practice by exploring what faculty understand academic risk taking to be and how they enact this understanding in their tasks. Drawing on a phenomenographic perspective and semi-structured interviews with 20 faculty members from a high-profile UK university, we find that academic risk taking is experienced in four qualitatively different ways. Our results suggest that although academics engage in relatively similar endeavours, they exhibit various approaches to these endeavours due to their different conceptions of what constitutes academic risk taking. These findings have implications for the literature on identity construction and the debate over how the greater accountability of academic activity is affectively experienced.
Original languageEnglish
Pages (from-to)1307-1320
JournalStudies in Higher Education
Volume43
Issue number8
Early online date16 Nov 2016
DOIs
Publication statusPublished - 2018

Fingerprint

university
New Public Management
responsibility
lack
interview
education
literature

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 16/11/16, available online: http://dx.doi.org/10.1080/03075079.2016.1250074

Keywords

  • academic risk taking
  • academic work
  • identity construction
  • new public management
  • phenomenography
  • risk university

Cite this

@article{96175a951ac8459592afc398d4a9ca0f,
title = "Unveiling faculty conceptions of academic risk taking: a phenomenographic study",
abstract = "Among recent developments in the field of higher education is the emergence of New Public Management and of what has been labelled as ‘risk university’. The aim of this paper is to redress the lack of discussion over the role that risk taking plays in academic practice by exploring what faculty understand academic risk taking to be and how they enact this understanding in their tasks. Drawing on a phenomenographic perspective and semi-structured interviews with 20 faculty members from a high-profile UK university, we find that academic risk taking is experienced in four qualitatively different ways. Our results suggest that although academics engage in relatively similar endeavours, they exhibit various approaches to these endeavours due to their different conceptions of what constitutes academic risk taking. These findings have implications for the literature on identity construction and the debate over how the greater accountability of academic activity is affectively experienced.",
keywords = "academic risk taking, academic work, identity construction, new public management, phenomenography, risk university",
author = "Catarina Figueira and Nicholas Theodorakopoulos and Giorgio Caselli",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 16/11/16, available online: http://dx.doi.org/10.1080/03075079.2016.1250074",
year = "2018",
doi = "10.1080/03075079.2016.1250074",
language = "English",
volume = "43",
pages = "1307--1320",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "8",

}

Unveiling faculty conceptions of academic risk taking : a phenomenographic study. / Figueira, Catarina; Theodorakopoulos, Nicholas; Caselli, Giorgio.

In: Studies in Higher Education, Vol. 43, No. 8, 2018, p. 1307-1320.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Unveiling faculty conceptions of academic risk taking

T2 - a phenomenographic study

AU - Figueira, Catarina

AU - Theodorakopoulos, Nicholas

AU - Caselli, Giorgio

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 16/11/16, available online: http://dx.doi.org/10.1080/03075079.2016.1250074

PY - 2018

Y1 - 2018

N2 - Among recent developments in the field of higher education is the emergence of New Public Management and of what has been labelled as ‘risk university’. The aim of this paper is to redress the lack of discussion over the role that risk taking plays in academic practice by exploring what faculty understand academic risk taking to be and how they enact this understanding in their tasks. Drawing on a phenomenographic perspective and semi-structured interviews with 20 faculty members from a high-profile UK university, we find that academic risk taking is experienced in four qualitatively different ways. Our results suggest that although academics engage in relatively similar endeavours, they exhibit various approaches to these endeavours due to their different conceptions of what constitutes academic risk taking. These findings have implications for the literature on identity construction and the debate over how the greater accountability of academic activity is affectively experienced.

AB - Among recent developments in the field of higher education is the emergence of New Public Management and of what has been labelled as ‘risk university’. The aim of this paper is to redress the lack of discussion over the role that risk taking plays in academic practice by exploring what faculty understand academic risk taking to be and how they enact this understanding in their tasks. Drawing on a phenomenographic perspective and semi-structured interviews with 20 faculty members from a high-profile UK university, we find that academic risk taking is experienced in four qualitatively different ways. Our results suggest that although academics engage in relatively similar endeavours, they exhibit various approaches to these endeavours due to their different conceptions of what constitutes academic risk taking. These findings have implications for the literature on identity construction and the debate over how the greater accountability of academic activity is affectively experienced.

KW - academic risk taking

KW - academic work

KW - identity construction

KW - new public management

KW - phenomenography

KW - risk university

UR - http://www.scopus.com/inward/record.url?scp=84995427090&partnerID=8YFLogxK

UR - http://www.tandfonline.com/10.1080/03075079.2016.1250074

U2 - 10.1080/03075079.2016.1250074

DO - 10.1080/03075079.2016.1250074

M3 - Article

AN - SCOPUS:84995427090

VL - 43

SP - 1307

EP - 1320

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 8

ER -