The phrase "academic identity" is correct and usable in written English.
It can be used when discussing an individual's self-concept or perception related to their academic roles, experiences, and affiliations.
Example: "Students often struggle to develop a strong academic identity during their transition to university life."
Alternatives: "scholarly identity" or "educational identity".
Notions such as academic freedom, academic identity, and the nature of research have allowed those employed within the Academe to develop a privileged view from what is often metaphorically known as 'the Ivory Tower', i.e. the scientific canons established within the academic peer review process, the process of achieving graduation, and the professed production authority of 'wisdom' and 'truth'truth
It is important to us that their autonomy as citizens and community members, outside of their academic identity, is protected".
This change is generally supported by student development literature which suggests that students concentrate more on performance and establishing their academic identity when they enter their second year.
Outspoken Christian writers and intellectuals such as Yu Jie and Bei Cun are dedicated believers, but stress their academic identity and have no cultural taboos.
The subject was still fairly new in the 1960s – the first university degree programme in drama had been established at Bristol in 1947 – and was still finding its academic identity.
Professor B, who writes Bitch PhD, uses her blog "to work out my incredible anxieties over my academic identity, and to put those anxieties out there in a public forum because a lot of people feel them".
Positioned between two years with strong academic identities, the second year at university often seems to be overshadowed.
A pedagogical framework created for this activity acknowledges the social and academic identities that learners often use, when working together in a virtual environment.
It is argued that in co-opting peer review for managerial ends, the RAE appeals to traditional academic identities, re-enforcing existing divisions within the academic accounting community and dissipating resistance to its perceived negative effects.
We observe that scientists invoke rationales for involvement that are congruent with their academic role identity.
Overall, these patterns suggest that university scientists take active steps to preserve their academic role identity even as they participate in technology transfer.
