Supporting scholarly identity and practice: Narratives of occupational therapy academics

Abstract

Introduction

Internationally, an increasing number of occupational therapists are making the transition from clinical practice to academia. Many make this transition with strong practitioner identities, limited academic skills, and inadequate preparation for a competitive academic environment. A group of 13 Australian occupational therapy academics participated in blogs as part of a 12-month action research project, with the aim of being and becoming more scholarly academics.

Method

Throughout an action research project titled Growing Scholarship, co-participants/researchers participated in a closed blog for sharing experiences of being and becoming more scholarly academics. In the present study, qualitative data from the blogs were analysed through an iterative and inductive process and themes generated by the research team.

Findings

Constructing and reconstructing identity emerged as a key theme during analysis of the blogs, with the sub-themes striving to reach one’s potential and growing through collaboration and support emphasising the significance of individual and macro factors in shaping academic identity formation.

Conclusion

This study demonstrated how the occupation of blogging can be used to support the scholarly identity and practice of occupational therapy academics. Other professionals facing change and uncertainty in the workplace could consider a similar approach to support the process of identity reconstruction.