Wilkinson, C (2020) Imposter syndrome and the accidental academic: An autoethnographic account. International Journal for Academic Development, 25 (4). pp. 363-374. ISSN 1360-144X

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Abstract

In this paper I use an autoethnographic approach to explore my everyday experiences as an early career lecturer at a UK-based university. I uncover some of my underlying experiences of Imposter Syndrome, presenting the ways Imposter Syndrome manifests in my teaching activities. This paper recommends areas in which Higher Education Institutions can offer support to early career academics, for instance through mentoring/training in: dealing with nerves; classroom behaviour management; and dressing for confidence. An unexpected finding to emerge from this study is the potential therapeutic role of keeping a diary for early career lecturers struggling with self-doubt.

Item Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal for Academic Development on 13 May 2020 available online:https://doi.org/10.1080/1360144X.2020.1762087
Uncontrolled Keywords:	1303 Specialist Studies in Education, 1301 Education Systems
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Education
Publisher:	Taylor & Francis
Date Deposited:	04 Mar 2020 10:28
Last Modified:	13 Nov 2021 00:50
DOI or ID number:	10.1080/1360144X.2020.1762087
URI:	https://researchonline.ljmu.ac.uk/id/eprint/12379

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