McMillan, WendyGordon, Natalie2020-10-272020-10-272017McMillan, W., & Gordon, N. (2017). Being and becoming a university teacher, Higher Education Research & Development. 36(4), 777-790, Doi: 10.1080/07294360.2016.12367811469-8366http://hdl.handle.net/10566/5309This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological.enAcademic developmentComplexityTeaching and learningConstraintsEnablementsArticle