This paper, reporting the findings from a larger, earlier study, aimed to develop an in-depth understanding of the struggles involved in six Pakistani academics’ experiences of professional growth. A narrative inquiry approach was used to explore the experiences and the data were analysed using paradigmatic reasoning, an approach to analysing narratives. The results indicate that professional learning for the participants in this inquiry is largely a solitary endeavour that relies on an internal locus of control and is driven by a sense of ethical responsibility. Findings support holistic academic development, with important strategic implications for academic developers in higher education institutions.
History
Publication title
International Journal for Academic Development
Volume
26
Issue
4
Pagination
418-432
ISSN
1360-144X
Department/School
Faculty of Education
Publisher
Routledge
Place of publication
United Kingdom
Rights statement
Copyright 2021 Informa UK Limited, trading as Taylor & Francis Group
Repository Status
Restricted
Socio-economic Objectives
Higher education; Professional development and adult education