ABSTRACT
This chapter uses skipping pebbles as a metaphor for an academic career. Recognising multiple foci of academic work (research, service and learning and teaching) it offers a post hoc, reflective, quasi-chronological account of skipping pebbles on the academic pond. It starts by considering the author’s learning to skip a variety of pebbles, at a teaching focussed university; and examines these pebbles subsequent trajectories. Particular attention is given to the genesis of one particular pebble – the textbook Research Methods for Business Students. Next the author’s evolving abilities for skipping learning and teaching, research and service pebbles with colleagues, across a worldwide pond are considered. Within this, examples of pebbles skipped are set within the context of increasingly being drawn into a management role at a research informed university. Subsequent refocussing on pebbles that really matter, while working at two research intensive universities, is then discussed. This explores how energy from skipped pebbles (represented by ripples) appeared for a while to dissipate, leading the author to question their abilities. The concluding postscript reframes the author’s learning as a series of questions for other pebble skippers.
