NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1366011
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359 6748
EISSN: EISSN-1747-5112
Neoliberalism and Its Impact on Academics: A Qualitative Review
Mula-Falcón, Javier; Caballero, Katia
Research in Post-Compulsory Education, v27 n3 p373-390 2022
The changes produced in higher education as a consequence of neoliberal influences have had a considerable impact on the university world. As a consequence, there has been a growing research interest in how such changes have affected academics. However, recent review studies related to this issue are scarce in the literature. Therefore, this systematic review aims to provide a general overview of the way in which these new changes in higher education have had an impact on teachers. To this end, a bibliographic search was conducted on the Web of Science, SCOPUS, and Education Resources Information Centre, which yielded a total of 38 articles published in international journals. Thematic analysis was applied using the NVivo 12 software package, from which three emerging themes were identified: "action strategies in view of new neoliberal demands"; "construction of the professional identities"; and "work, health and social consequences." Further, this review highlighted the need for more research on the influence of the closest social context (research team/department) on academic staff; as well as the development of systematic reviews of the literature that go deeper into the processes of construction and development of new professional identities.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A