Writing in the context of unstable norms: teaching portfolios as a genre of academic recruitment

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Abstract

The article analyses a genre used in academic recruitment, the teaching portfolio. The analysis focuses on norm conflicts in the way different genre users evaluate what is acceptable in the genre. The data includes teaching portfolios produced by applicants for university posts, interviews with these applicants and interviews with administrative staff at a large university in Finland. The data points to conflicts for example between a factual orientation (typical of traditional recruitment genres such as the CV) and promotional and reflective orientations suggested in institutional guidelines. The study illustrates the sometimes unpredictable outcomes of adopting a new genre in a complex organisation, where different genre users may have varying normative expectations regarding what kind of writing is acceptable and functional in the new genre.

Original languageEnglish
JournalInternational Journal of Applied Linguistics
Volume28
Issue number3
Pages (from-to)424-437
Number of pages14
ISSN0802-6106
DOIs
Publication statusPublished - Nov 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

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