Professional and Organizational Development Network in Higher Education
Date of this Version
Fall 2020
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (fall 2020) 39(2)
doi: 10.3998/tia.17063888.0039.201
Abstract
A recent survey of educational developers revealed that nearly all respondents (96%) had experienced impostor phenomenon (IP) in their professional lives. Here, we use survey data to investigate the consequences of and coping strategies for IP among educational developers. We describe the repercussions of IP for the personal and professional lives of educational developers (including stress, lowered self-esteem, not speaking up, and diminished career trajectories), the ways in which they cope with IP, and the unique ways that they may be positioned to leverage their own experience with IP to work more effectively with instructors.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND