What can we learn about academic identity from allied careprofessions? messages for the social work academy

Abstract

Academic identity influences disciplinary contributions and profes-sional development of individuals within those disciplines. Little isknown about academic identity within the social work discipline.This paper presents the results of a modified systematic interna-tional literature review to investigate academic identity in socialwork, nursing and allied care professions. Papers (138) were initiallyretrieved for screening, 40 met the final inclusion criteria for review.Limited social work academic identity literature was identified, withonly four papers specifically focused on social work. Results high-lighted numerous barriers to establishing a distinct academic iden-tity, with a multitude of challenges in transition from practice toacademia and its dual identities of practitioner and scholar. Theprocess of academic socialization requires adequate institutionalpreparation, collegial support, sense of community and relational-ity, and not least time. We discuss four key themes from thisliterature (1) temporality and dynamic nature of developing aca-demic identity in the academy, (2) role of professional work cultureand communities of practice, (3) legitimacy, visibility and dichoto-mies of professional, disciplinary and academic knowledge andskills and (4) strategic imperatives for supporting transitions forthe helping professions. The implications for social work academicidentity development, social work education and social workknowledge are discussed.