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Impostor Phenomenon in Educational Developers

To improve the academy, 2019-01, Vol.38 (1), p.1-17 [Peer Reviewed Journal]

Copyright © 2019 Wiley Periodicals, Inc., A Wiley Company ;ISSN: 2334-4822 ;EISSN: 2334-4822 ;DOI: 10.1002/tia2.20092

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  • Title:
    Impostor Phenomenon in Educational Developers
  • Author: Rudenga, Kristin J. ; Gravett, Emily O.
  • Subjects: Anxiety ; educational developers ; Educational Development ; Educational Research ; Higher Education ; identity ; impostor phenomenon ; impostor syndrome ; Incidence ; Psychological Patterns ; Self Esteem
  • Is Part Of: To improve the academy, 2019-01, Vol.38 (1), p.1-17
  • Description: While impostor syndrome or impostor phenomenon (“IP”) is prevalent in higher education, with known negative effects, no study has yet investigated the experiences of IP among educational developers. After first reviewing prior research on the phenomenon, we use survey data to describe its frequency and manifestations within educational development. We identify factors and experiences that contribute to IP among educational developers, focusing on those that are distinct to the field. We conclude with suggestions for future research and broad recommendations for educational development as a field to tackle this problem.
  • Publisher: Hoboken, USA: John Wiley & Sons, Ltd
  • Language: English
  • Identifier: ISSN: 2334-4822
    EISSN: 2334-4822
    DOI: 10.1002/tia2.20092
  • Source: Education Resources Information Center (ERIC)
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