THE ACTUAL AND POTENTIAL IMPACT OF ACCOUNTABILITY ON ACADEMIC PROFESSIONALISM

Autors/ores

  • Joseph Xhuxhi Lecturer in Education, Faculty of Education, Universidad Internacional de la Rioja, Spain

DOI:

https://doi.org/10.46827/ejes.v13i1.6461

Paraules clau:

accountability, professionalism, academic identity, academic freedom, audit culture, British higher education

Resum

This paper seeks to consider the impact of increased accountability on the professional identity of academics in British higher education and, consequently, the implications for academic professionalism. It explores and interrogates how the context of professional practice and the conditions of academic work are affected and changing. The manuscript discusses in detail the main challenges facing professionals in higher education and how the notions of trust, autonomy and academic freedom are contested and challenged. I argue that the widespread changes challenge the traditional notion of academic professionalism and result in both the de-professionalisation and the re-professionalisation of the academic. The concept of a new academic professionalism is examined, drawing upon perspectives from literature. I conclude by suggesting a twofold action: the rethinking and reshaping of accountability together with a redefinition of academic professionalism. The manuscript draws upon theoretical perspectives, the relevant literature and my own practical experience from my professional environment.

 

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Biografia de l'autor/a

  • Joseph Xhuxhi, Lecturer in Education, Faculty of Education, Universidad Internacional de la Rioja, Spain

    Joseph Xhuxhi graduated from Imperial College London with a degree in Biology- specializing in Neuroscience- he has a Postgraduate Certificate in Education (PGCE) in Science Education from the Institute of Education in London as well as a PGCE in Leading Innovation and Change in Education from the University of Saint Mary’s in London. Joseph completed a master’s degree in science education at the University College London. Currently Joseph is a Doctoral student in Education with the Universidad Autónoma de Madrid - with a focus on STEM education and students of Special Educational Needs including students identified as Able, Gifted and Talented. Joseph has and maintains significant international Science teaching experience in secondary and primary state as well as private schools employing the Spanish, British and American curriculums. He is a member of the Research Group “Active Methodologies and Mastery Learning” at UNIR and a lecturer of Innovative teaching in Undergraduate degrees at UNIR. Joseph also maintains a strong interest in Initial Teacher Training as well as ongoing Teacher Professional Development, especially in the Balkan countries.

    ORCID: https://orcid.org/0000-0002-4450-4142

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Publicat

2026-01-08

Número

Vol. 13 Núm. 1 (2026)

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