Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

'I'm not a real academic' : a career from industry to academe

Santoro, Ninetta and Snead, S (2013) 'I'm not a real academic' : a career from industry to academe. Journal of Further and Higher Education. ISSN 0309-877X

Full text not available in this repository. Request a copy from the Strathclyde author


Over the past thirty years universities have increasingly extended their offerings of vocationally oriented degrees and have recruited into academe, practitioners from the professions. This paper reports on a qualitative study that investigated the experiences of 20 professionals-turned-academics in Australia; their expectations of academe and how they defined, resisted and took up the multiple and changing roles associated with academic work. Findings indicate that the majority experienced nostalgia for universities of the past which they imagined to be places of intellectual elitism and curiosity-driven research and scholarship. At the same time, they identified strongly as practitioners within their professional fields, were committed to field-oriented practical education and resisted taking up researcher identities, understanding ‘real’ research in narrowly defined terms. Our discussion of these findings highlights the tension between what is desired and what is real in academe and its impact on job performance and satisfaction for this group of academics.