Academics’ Professional Identity: A Contingency Perspective
Social Sciences
Volume 5, Issue 6-1, December 2016, Pages: 29-34
Received: Sep. 8, 2016; Accepted: Oct. 15, 2016; Published: Nov. 7, 2016
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Cristina Sancha, Systems and Operations Management Area, OBS Business School, Barcelona, Spain
Alba Barbarà-i-Molinero, Human Resources, Finance and Law Areas, OBS Business School, Barcelona, Spain
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The aim of this paper is to adopt a contingency approach and study important factors for academics’ Professional Identity. Based on a sample of 112 academics we run a descriptive analysis to understand if variables such as gender, age, nationality and teaching mode do have an influence on academics’ Professional Identity. Our results show that teaching mode is a relevant factor to be considered.
Academic Professional Identity, Higher Education, Online Teaching, Management
To cite this article
Cristina Sancha, Alba Barbarà-i-Molinero, Academics’ Professional Identity: A Contingency Perspective, Social Sciences. Special Issue: Re-Imagine Education for Social Improvement. Vol. 5, No. 6-1, 2016, pp. 29-34. doi: 10.11648/
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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