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Pracademics in Remote Environments: Insights for Faculty Leadership
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DOI：10.61882/johepal.6.4.8.png)
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Abstract
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The concept of a pracademic-an individual who straddles the world of practice and academia has a long history within higher education, and their contributions to student learning are significant (Clegg, 2008). However, the literature reports that creating a salient academic identity and generating a sense of meaningful work for these individuals can be a protracted and tricky process. Digitalisation in the academy, and reduced opportunities for engagement with traditional faculty due to post-pandemic hybrid and online working has exacerbated these challenges, as has finding meaning and value in roles with little direct contact with students (as is common in many digital universities). This paper examines the narratives of pracademics in a digital business school to examine these challenges, alongside considering how faculty leadership can better support them and their transition. Using an adapted version of Rothausen et al.'s (2017), framework for analysis of trajectories on staying or leaving an organisation, we employ narrative methods to analyse data from semi structured interviews with pracademics in a remote business faculty. Our findings offer valuable insights for leadership teams in the increasing number of faculties which employ pracademics working remotely.
Keywords:
Identity
Pracademic
Higher Education
Practitioners
Business
Remote Working
Meaning
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