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|Material Type:||Document, Thesis/dissertation, Internet resource|
|Document Type:||Internet Resource, Computer File|
|All Authors / Contributors:||
Virginia Montero Hernandez
Title from first page of PDF file (viewed January 12, 2011).
Available via ProQuest Digital Dissertations.
|Description:||xvi, 378 p. : digital, PDF file|
|Details:||Mode of access: World Wide Web.|
|Responsibility:||by Virginia Montero Hernandez.|
Based on a case study approach, this investigation sought to understand the ways in which full time faculty members who entered state public universities since 1996 as part of the Faculty Enhancement Program (PROMEP) negotiated their professional identity within a climate of university restructuring in Mexico. The case site was a public state university in the state of Morelos (UM) in the central valley of Mexico. This investigation included three research questions: What are the contextual factors for the negotiation of academic identity? What are the practices that enable full time faculty to negotiate their academic identity? What are the characteristics of the academic identity of full time faculty? Organizational theory, cultural theory, and professional identity theory served as the theoretical framework and shaped this investigation.
Empirical data collected through semi-structured interviews, participant observation, and document analysis were interpreted through analytical induction (Erickson, 1986) and reflexive analysis (Aunger, 1995). Three central findings are presented. First, full time faculty members at UM self-defined as researchers. Full time faculty members negotiated their academic identity within the conception of two types of Faculties: parochial and modern Faculties. Each type of Faculty had a different cultural orientation and social structure to organize academic life. Second, full time faculty members stressed their reluctance to participate in committee work; yet they engaged actively in institutional service activities in order to create organizational conditions that facilitated the development of research and teaching. Third, through strategies of self-regulation, full time faculty members negotiated three types of self-definitions: the academic as researcher, the academic as change-maker, and the academic as saturated worker. Contributions of this study, implications for practice, and pathways for further research are discussed.
- University of California, Riverside. -- School of Education -- Dissertations.
- College teachers -- Social aspects -- Mexico -- Morelos (State)
- Education, Higher -- Social aspects -- Mexico -- Morelos (State)
- Universities and colleges -- Faculty -- Social aspects -- Mexico -- Morelos (State)
- Group identity -- Social aspects -- Mexico -- Morelos (State)
- Universidad Autónoma del Estado de Morelos.