Community-led approaches to the academic development of pracademics in universities: evidence from Ghana
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal for Academic Development
Abstract
This paper examines how pracademics who teach at different universities in Ghana contribute to shaping their academic develop ment. In this study, a pracademic refers to an industry practitioner
who is employed by a university as a part-time academic to teach
academic courses and support the knowledge and skills development of learners. Using a dialogical narrative approach, data were
gathered from 14 pracademics who teach academic courses at
different universities in Ghana. The findings revealed that the academic development of pracademics is linked to their unique professional identity, the social networks that support their personal
and professional growth, and the complex professional community
in which they operate. The narratives of the participants revealed
that the network of pracademics serves to promote their common
interests, which include needs (social, job-related, and resources),
expectations, access to opportunities, and their ability to promote
academic disciplines. Additionally, pracademics are likely to be
highly motivated to join informal networks within a broad context –
pracademia, when they know that issues concerning their job
security and professional development in the areas of teaching,
research, and engaged scholarship will be prioritised by the management of universities.
Description
Research Article
Keywords
Academic development, pracademics, higher education
Citation
Yaw Owusu-Agyeman & Gertrude Amoakohene (2024) Community led approaches to the academic development of pracademics in universities: evidence from Ghana, International Journal for Academic Development, 29:2, 283-296, DOI: 10.1080/1360144X.2024.2356051