ABSTRACT

This part of the book examines the harsh reality of pursuing and benefiting from an academic career, in an increasingly pressurized environment. Academics have long been implicit lifelong learners in respect of their research activity, although many would not consider using the term in this way. Similarly, for research, the notion of continuing professional development has been implicit: either it happens, or one ceases to be a research leader. Academics who are also members of other professions (if being an academic is a profession) are also used to an externally-verifiable notion of continuing professional development. However, academics have generally not adopted a similar approach to other aspects of academic practice, namely teaching, management and career development. Continuing professional development is arguably a term not unrelated to lifelong learning. Both concepts are often poorly defined and subject to ‘political’ interpretation, with lifelong learning high on the government’s agenda. These notions, coupled with the generally unsystematic, unplanned and ad hoc nature of most academic careers, form the backdrop to this part.