科研成果详情

For staff of non-Anglophone universities, formal academic development (AD) is frequently equated with learning experiences in Anglophone settings to develop policy-assigned professional identities. Taking dialogic conceptions of professional identity and a temporal model of identity-agency as theoretical lenses, we examine the overseas AD experiences of a group of Thai academics to investigate their negotiations of these assigned identities. Positioning of academics as 'mechanical deliverers' failed to recognise their identity choices in relation to the agency of others and contextual circumstances. We discuss the implications of this for institutional policy and practice for overseas AD that support and acknowledge academics' identity-agency.