Abstract/Summary

Research into academic identity often focuses on early career academics, or those working in disciplines such as nursing and teaching who have followed a non-linear career trajectory entering academia from another professional industry. This study extended the existing literature to explore dance academics’ professional identities in academia and whether they faced any additional challenges due to the tradition of Cartesian dualism and the types of knowledge valued within academia. An interpretivist approach was adopted which involved two interviews with 15 participants from seven universities. Career timelines and critical incidents formed the basis of the interviews and data were analysed using reflexive thematic analysis. This narrative stance enabled the study of the participants’ career journeys, transition into academia and their lived experiences of academia. Five typologies were developed to represent the different career journeys that participants had followed prior to entering academia – The Professional Dancer, The Traditional Academic, The Portfolio Dance Artist, The Dance Teacher and The Assisted Academic. Findings showed that academic identity was constantly in flux but could be supported by academics holding a doctorate qualification, gaining a substantive permanent post and developing research recognition. The research supported findings from previous studies which reported challenges including balancing an unrealistic workload and clashes between personal and institutional/collegial values but also found unique challenges related to the wider negative perception of dance. Participants utilised impression management to help manage challenges and the different identity expectations. It is recommended that universities develop a longer induction period for those entering academia from another industry and specifically address issues relating to professional identity adaptation. Academics need to be supported to identify a suitable career mentor to support them in their academic journey and be given sufficient time and space to reflect on their professional identity.