New academics’ experiences of induction to teaching: using Cultural Historical Activity Theory (CHAT) to understand and improve induction experiences

This paper uses insider research within a Cultural Historical Activity Theory (CHAT) framework to examine the lived induction-to-teaching experiences of twelve new academics at case-study Northern UK university. A CHAT lens foregrounds contradictions as source for change in process. Data generated through semi-structured interviews with these were analysed and, informed by CHAT, allowed us discern sociocultural and structural aspects induction activity systems which significantly impact academics’ experiences. Examining enabled identify interventions enhancing academic policy practice University, but also more widely.