Özet:

The paper explores a PhD study, conducted recently about academics' epistemic-pedagogic identity. Specifically, the paper explores three research questions. (1) How does theoretical and empirical research link the epistemological and pedagogical constructs of academic identity? (2) How do different academics experience neoliberalism in relation to their epistemic-pedagogic identities? (3) How can epistemic-pedagogic identities critically develop and engage with epistemic climates? The research engaged these questions using a single case study of academics (n = 70) in a higher education institution in Auckland New Zealand. Data collection involved documentation collection, surveys, semi-structured interviews and artefact collection. The purpose of the research was to represent and interpret diverse academics' responses to the epistemic drift in higher education. The researchers' study offers a small but potentially significant contribution to academics' professional development to now share with the global environment.

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