Blenkinsopp, J. and Stalker, B. (2004). Identity work in the transition from manager to management academic

Blenkinsopp, J. and Stalker, B. (2004).  Identity work in the transition from manager to management academic.  Management Decision, 42(3/4), pp 418 - 429.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0010420305.pdf


Universities welcome practitioners who transition to academia and bring with them practical solutions that have worked in real-life situations.  For this reason, practitioners are often referred to as management academics, their strength lies in teaching working knowledge of management practice (e.g. role modeling in action).


Self-identity and self-presentation
Analysis and reflection work define component attributes of individual identity.  Narrative exploration locates choice and experience shapes discourse (e.g. bouncing ideas off others to make informed decisions).  Self-perception and self-evaluation are projected through communication.  Self-identity is determined externally by credibility, the ability to integrate self and image.  Historical allegiance may be a constraining factor.


Identity construction during transition
Lifestyle is seen as a motivating factor in developing identity that goes beyond marketable conceptualisations.  Quality of life is an individual standard that emerges based on values and limitations provided by the environment.  As such, it can be seen as evolutionary progression rather than a static attribute.


The impact of prevailing discourses
Defining discourse
Discourse relies on communication.  Informal or abstract communication is a basis for discussing concepts of self-identity.  Narratives are an example of identity building processes that involve a multi-level approach to participation in collaborative groups.  Feedback and assessment as an outcome of dialogue permits others to "edit, applaud and refuse various elements of the constantly produced narrative" (pg. 4).


Discourses of change in higher education
Individuals who transition from one field of practice to another rely on contributions to reconstruct a new identity.  Prior allegiance may be strongly tied in to identity, thus acceptance of new knowledge creates the capacity to develop new ties and alliances.  Performance may be challenged as individuals struggle to fit in to a new framework.


Implications for academic identity
As practitioners transition to academia, current knowledge and identity are subsumed by ongoing working knowledge that develops from acceptance of their new role.  Individual challenges lie in finding solutions generated from knowledge created within the community.  Practitioners transferring to different disciplines may encounter issues in relating practice to knowledge.


Self-identity in the context of organisational identity
Working knowledge helps the individual transition to the new setting but credentials may not be appreciated or relevant.  New identities are constructed within the framework and limitations of function.  Group culture and identity become linked as individuals address mission statements to adapt and transform with the organisation.  Accepting organisational policies indicates a responsibility towards the community that results in an emotional attachment to performance outcomes.  Individuals become a representative state of the organisation.


Identity construction in the transition from manager to management academic
Who am I?
Labelling (e.g. titles) is descriptive of role function, but not necessarily of identity.  Many people refuse to accept labels on the grounds that it is not an holistic representation of self.  Identity is forged in activity, and different activities provoke elements of identity according to context (e.g. the differences in interaction when talking to a customer services representative and a friend).


Anticipatory identity work
Projection of future identity aids in forming prospective values, attitudes and philosophies that depends on behavioural commitment.  Learning trajectories evolve from day-dreaming about future events based on the potential of self.


Behavioural commitment and sense making in identity construction
In order to achieve potential, individual learning trajectories are the design of planned and sequential events.  Implementation of activities that facilitate achieving goals reveal individual passion and interest.


Identity work - what is done, what is said
The search for credibility
Practice and experience are transferable skills that are significant in reconstructing identity.  Reflection offers insights for new entry points to discuss living knowledge in honest and open communication.


To research or not to research
Practitioners transitioning to academia face the choice of teaching or researching as a profession.  Oftentimes, the choice of accepting a research role requires learning new skills and building up a knowledge base.  Credibility becomes an objective.


From manager to worker
Identity may be lost in transitions where seniority levels are diminished (e.g. the individual is a newcomer).  Working as a junior member requires a change of perception in individual status.  Reduction in participation levels with senior members and management have been observed.  Links made to new connections encourage the development of self (e.g. the student body).


The emergent career academic
Practitioners maintain links to prior knowledge by joining communities.  An holistic understanding of praxis develops with ongoing acquisition and analysis of learning.  Consultancy is a popular practice and supplements the reduction of income.


To formulate a concept, individuals use examples taken from the environment.  Theoretical knowledge provides the framework for debate, while critical analysis of content and context create a deconstruction of perspectives that shapes the design of solutions.


"To thine own self be true"?
Career progression becomes a discovery of interests.  A change of profession, where experience has been acknowledged as valuable, gives the individual a competitive edge.  Knowledge creation develops new skill sets that maintain the desire to fulfil potential.  Alternatively, individuals continue the practice of management within the new setting (e.g. supporting group members).


"This isn't what I signed up for"
Despite the fact that academia shares many lifestyle qualities with practitioners, hours are longer and micro-managed.  Blenkinsopp and Stalker ask why practitioners make the transition based on this information, and suggest commitment and professional identity as reasons for staying.


Exit as identity work
Cumulative knowledge increases  an awareness of individual desires.  What might have been considered a career transition (e.g. practitioner to academic) may turn into a sequence of progressive changes  (e.g. switching departments).


Conclusion
Blenkinsopp and Stalker suggests that practitioners draw on their wealth of experience and new knowledge to manage participation in communities of discourse.  Universities that limit the application of practical experience of new members are counter-productive as innovation stems from creativity.