Introduction

The conditions prevailing in the contemporary academic environment—characterized by intensifying competition, performance-driven cultures, and increasing managerialism—are profoundly transforming the landscape of Higher Education. These structural changes impose new demands on academic staff, reshape perceptions of the academic role, and introduce increased complexity into the everyday professional lives of university lecturers (Watermeyer et al., 2021). Within this shifting terrain, academics are called not only to fulfill traditional expectations of teaching and research but also to respond meaningfully to the evolving social, institutional, and pedagogical demands of a rapidly changing society.

As a result, academic staff must demonstrate professional adaptability, emotional resilience, and the capacity to engage in continuous learning and reflective practice (Kandiko Howson & Buckley, 2020). They are increasingly expected to take on multifaceted roles—as educators, researchers, mentors, and institutional contributors—and to model a professional identity that is responsive, ethical, and future-oriented. These developments underscore the need for continuous professional development and the cultivation of new forms of academic agency.

In this context, academic lecturers must continuously acquire new skills and explore innovative ways of interacting and communicating with both students and colleagues (Devlin & Samarawickrema, 2010). This shift has fueled growing scholarly interest in the study of academic identity, particularly with respect to how it develops over time and in relation to broader institutional and societal changes. Several studies have explored the dynamic processes through which academics’ professional identity and personal growth are shaped, as well as how they perceive their roles, responsibilities, and career trajectories within the university setting (Bosanquet et al., 2016; Brooks et al., 2017; Djerasimovic & Villani, 2019).

Several scholars have emphasized the growing interest in academic identity as a conceptual tool for understanding how university educators perceive and enact their professional roles (Kandiko Howson & Buckley, 2020; McCune, 2019). Academic identity is understood not as fixed or uniform but as a dynamic and negotiated construct, shaped by institutional norms, disciplinary cultures, individual values, and broader societal expectations. For many academics, especially those navigating early career transitions or working in precarious conditions, the formation of a stable professional identity can be challenging (Bosanquet et al., 2016; Ivancheva et al., 2019). Teaching, research, and service are not merely job functions but identity-defining practices that interact in complex and sometimes contradictory ways.

In light of these complexities, biographical research provides a valuable methodological and theoretical lens for examining how academics navigate their careers, challenges, and evolving identities. Biographical research refers to a form of qualitative inquiry that focuses on individuals’ life stories, experiences, and reflections, with the aim of uncovering the meanings they attach to key events and transitions (Bamberg & Molly, 2004; Merrill & West, 2009). In the context of Higher Education, biographical approaches can illuminate how academics' personal and professional histories intersect with institutional cultures and structural conditions, offering insight into the ways identity is formed and re-formed over time.

Literature Review

In recent years, the use of biographical and narrative methods in educational research has gained renewed attention, especially for understanding the lived experiences of professionals navigating complex systems (Merrill & West, 2009; Tsiolis, 2006). These approaches offer a means to trace academic trajectories, explore critical incidents, and capture the dynamic interplay between personal agency and structural constraints (Koopman et al., 2020). Recent studies also highlight the shift toward embodied and reflexive methodologies, in whichthe researcher becomes a co-constructor of meaning rather than a detached observer (Kamlongera, 2021; Xiong & Li, 2020).

Notably, a biographical inquiry is particularly well-suited for exploring the emotional, cognitive, and contextual dimensions of academic careers, including the negotiation of identity in increasingly market-driven institutions (Neupane et al., 2022). It thus serves not only as a methodological framework but also as a conceptual lens to investigate how individuals reflect upon their entry into academia and the challenges they face within it.

In this context, Skerrett (2008) highlights how biographical reflection enables educators to construct their identities through inquiry into personal and professional experiences. She emphasizes the evolving nature of becoming a teacher, teacher educator, and researcher as a process shaped by life narrative. Furthermore, Skerrett (2011) argues that identity development is deeply intertwined with diversity and educational change, suggesting that reflective practitioners are more capable of engaging with complex institutional demands and social transformation.

The concept of academic identity has been explored extensively in higher education research, often in connection with the tension between institutional expectations and personal values. Biographical research provides a valuable lens through which to examine this identity formation, particularly as it unfolds over time. As Strauss and Corbin (1990) point out, such inquiry enables researchers to analyze not just career events, but also emotions, beliefs, and social positioning.Kamlongera (2021), and Dinkleman (2003) emphasize the role of reflexivity in shaping professional identity, especially in contexts where issues of power, care, and positionality are foregrounded. This aligns with recent studies (Aghaei et al., 2020) who note that early-career academics often experience a fragmentation of identity when balancing teaching, research, and service responsibilities. Similarly, Djerasimovic (2021)argues that the formation of academic identity is not linear but emerges through a series of negotiated practices influenced by institutional culture and disciplinary norms. All of the above illustrate how academic identity is not a static attribute, but a process of continuous reflection, adaptation, and response to internal and external demands.

A growing body of research has documented the multiple pressures faced by contemporary academics, including performativity, casualization, and constant restructuring (Lutovac et al., 2024; Xiong & Li, 2020). These challenges are particularly salient in the early stages of academic careers, when individuals often feel unprepared or unsupported. González Valencia et al. (2018) and Chand (2024) argue that navigating these challenges requires intentional reflection on both pedagogical practice and one's broader academic trajectory. Their work positions the academic not merely as a transmitter of knowledge, but as a reflective practitioner whose identity is shaped in response to institutional and societal shifts. This view is echoed in recent findings by Heffernan (2022), who found that mid-career academics often struggle to align institutional goals with their own evolving professional identities, leading to emotional fatigue and identity dissonance. Thus, the academic role today demands not only disciplinary expertise but also emotional resilience and a high degree of self-awareness.

More recent literature converges around the idea of the academic as a dual actor—both a knowledge producer and a reflective practitioner. González Valencia et al. (2018) describe this dual role as essential in responding to shifting educational contexts. This is consistent with who explore how academics construct meaning from their teaching experiences through reflexive dialogue, thus transforming personal narratives into collective knowledge (Lutovac et al., 2024). This reflexive process supports a deeper understanding of teaching identity—not merely as a set of competencies, but as an evolving stance informed by biography, context, and institutional discourse.

In light of the above, this study explores the professional trajectories of four university lecturers from different fields and institutions. Their narratives offer insights into how academics navigate their entry into the profession, the challenges they encounter, and the meanings they ascribe to their roles within the academic environment. Through biographical inquiry, personal experiences are not only documented but interpreted, contributing to a broader understanding of professional identity formation in higher education.

The above considerations can be summarized in the following research questions:

1) How did each of the four faculty members end up pursuing an academic career?

2) What problems or difficulties did they face both before and after their tenure in this field?

3) How does he see his role in such a space?

Methodology

Research Design and Sample

This study employed biographical research, a method situated within the interpretive paradigm, to investigate the professional trajectories of four academic lecturers—three men and one woman—teaching at three different Greek university institutions, two of whom belong to the same faculty. This methodological choice was grounded in its capacity to distinguish between breadth and depth, privileging the in-depth exploration of individuals (Morse, 1994). It was selected for its ability to elicit rich, nuanced insights into the lived academic experiences of the four participants.

Regarding the sampling method, purposive sampling was employed (Creswell & Poth, 2017), which is commonly used in qualitative research involving interviews. Participants were selected based on their potential to provide substantive, diverse, and insightful responses related to the topic. Specifically, academics were chosen from varying scientific disciplines, departments, and levels of professional experience, including international exposure.

Data Collection

Data were collected through in-depth interviews, utilizing the Biographical Narrative as a qualitative research tool. Each interview lasted between 100 and 160 minutes, was conducted online, and was audio-recorded with the participants' consent.

The process did not rely on structured questions. Instead, each interview began with an open-ended prompt inviting participants to narrate their journey toward becoming an academic lecturer. Researchers intervened minimally during the narratives, only to ask for clarifications or to encourage elaboration on particular phases of their academic lives and careers.

Analyzing of Data

A conventional qualitative content analysis approach was adopted to interpret the data. This approach aimed to derive meaning directly from the empirical material without imposing predetermined theoretical frameworks.

The analysis began with multiple readings of the transcribed interviews to foster deep familiarity with the content and to identify emergent meaning units. Through open coding, descriptive codes were assigned to critical excerpts, which were then grouped based on conceptual similarity. These codes evolved into thematic categories, each accompanied by operational definitions and illustrative examples.

As illustrated in the table, particular emphasis was placed on inter-rater reliability, given that qualitative analysis inherently involves interpretation. Agreement between coders strengthens both the transparency and validity of the research. Accordingly, a portion of the material was independently coded by a second researcher to ensure coder agreement (Elo et al., 2014).

The table below presents a comparative overview of the codes developed independently by the two (2) researchers and some review of the table.

Table 1. Indicative Coding by the Two Researchers

Firstly, most themes show considerable overlap between the two researchers, particularly on issues of university identity, the influence of others and difficulties in academia. Researcher B has defined more and more extensive themes, adding categories related to technology, internationalisation and personal perspective, which were not assigned by Researcher A. Furthermore, some pairs (e.g. category 7) show a different approach to the same experience: one focuses on the economic aspect, while the other on interpersonal relationships as a challenge in the field. In conclusion merging the themes offers a more holistic understanding of the participants' experiences, as it highlights both shared and unique perspectives of the two analysts.

Using the data from the above table and deepening the analysis, a second round of reading was conducted to group the initial codes into broader thematic categories. Special attention was given at this stage to identifying the various levels emerging from the interviews: individual working practices, disciplinary practices, and institutional practices at both community and higher education policy levels.

And the following three (3) categories emerged as shown below:

Α: Life and academic career path

Β Problems or difficulties encountered

C: Role/ Suggestions

Trustworthiness and Researcher Reflexivity

Finally, the findings were supported by representative excerpts from the participants’ narratives, which enhanced the transparency and trustworthiness of the interpretations (Hsieh & Shannon, 2005).

In summary, it is important to acknowledge certain reflections concerning the researchers’ positionalities and the assumptions they bring into the research field. As researchers, we occupy a unique position with insider knowledge of academia. Our interest in the construction of academic identity inevitably reflects our own personal positioning, which undoubtedly influenced both the identification of common themes and the subsequent analysis and interpretation of the interview data.

Notably, Researcher A is an academic and also one of the participants in the study. As such, she occupies a dual role—that of both researcher and participant—bringing a multifaceted perspective to the process, as she is required to analyze both her own experiences and those of the other interviewees. In contrast, the second researcher is situated outside the academic field, offering a more "neutral" perspective on the data.

In this second phase of analysis, the following key issues were identified:

What makes academic teaching meaningful and rewarding?

What kinds of challenges, constraints, and tensions do academics face?

How do academics perceive their role overall?

Findings/Results

Analyzing the answers to the first research question, we noticed that participants described a variety of factors that made academic teaching meaningful and fulfilling. A central theme was the personal passion for their subject, which often served as the foundation for their teaching motivation. Others emphasized the emotional and intellectual exchange with students, describing this interaction as energizing and even transformational. In several cases, academics viewed their role as extending beyond knowledge delivery, embracing a broader educational mission to inspire, guide, and support students.

G.P. highlighted the importance of personal interest in the subject matter as a driving force behind meaningful teaching:

"As far as academics are concerned, the first thing you have to have is an interest in the subject. That's also true abroad, which is to really like it, because if you like something then you will promote it, and that's how you get good lectures."

This statement suggests thatsubject-matter enthusiasm not only enhances teaching quality but also sustains the educator’s own motivation. G.P. draws a direct line between

passion and performance, emphasizing intrinsic motivation as a key ingredient for meaningful academic work.

Similarly, A.C. associated meaningfulness with emotional engagement and connection to students. He noted the value of being approachable and involved:

"My office is always open and I spend many hours in such discussions... They say to me, how can you talk for so many hours? And my response is ... I guess I liked this chair I'm sitting in, after all..."

Here, meaningfulness is found in the relational aspect of teaching — the opportunity to listen, advise, and support students outside formal teaching hours. This perspective reaffirms the academic as a mentor and guide, rather than a distant figure.

N.K. also described her work as deeply rewarding, rooted in both personal values and commitment to excellence:

"...and I consider our profession a blessing.... I have always considered work to be sacred and not easy. I've always believed that if someone is going to trust you with something, you have to give them your best..."

Her view connects professional responsibility with a sense of purpose, seeing teaching as a form of ethical service to others. Teaching becomes meaningful when it is approached with dedication, humility, and respect for the role.

S.A. offered a particularly powerful description of the emotional rewards of academic life, framing teaching as a reciprocal experience:

"I feel that I am actually stealing energy from children... their minds are enormously productive and creative... they actually give us stimulation and every time I try to suck from the interaction with them..."

This perspective highlights the bidirectional nature of academic teaching — one that benefits both students and teachers. For S.A., meaningfulness lies in the creative and intellectual stimulation he receives from engaging with young minds.

Across all four participants, academic teaching was seen as rewarding when it involved connection, inspiration, and intellectual engagement. While their expressions varied — from a passion for the subject, to mentoring relationships, to a spiritual sense of duty — all viewed meaningful teaching as extending beyond the lecture hall. It involved a deep investment in students’growth and a genuine love for the process of learning.

In relation to the second research question, we observed that while participants found meaning in their academic work, they also identified a wide range of challenges and systemic constraints that affected their careers. These included financial insecurity,institutional limitations, lack of support, and emotional burnout, especially within the context of the Greek academic system. The contrast between experiences in Greece and abroad was frequently mentioned, highlighting broader structural inequalities in how academic careers are supported.

A recurring theme was the instability and uncertainty of academic employment in Greece, particularly in the early stages of a career. G.P. described how the lack of financial stability during his years of precarious employment affected both his productivity and emotional well-being:

"...I have a low income, I am unemployed in the summer and I want to publish papers but I don't have the time and the mood, when I think about survival... Furthermore, I don't have the good psychology that I would have if I knew that I had a stable job..."

This candid reflection illustrates how survival anxiety can overshadow academic aspirations. Without job security, even highly motivated individuals may struggle to maintain the energy needed for research and publishing.

S.A. echoed this sentiment, emphasizing that the academic path requires not only passion but also personal sacrifices and a stable foundation:

"Surely what an academic should have been a dose of madness and should have resolved in his mind, ideally and in his life, a number of crucial issues that have to do with his livelihood..."

He also noted the financial pressures related to professional development — such as conferences and travel — which are often essential for building a career but unaffordable under limited salaries. His statement underscores the tension between the demands of academic life and the lack of institutional support to meet them.

N.K. added another dimension, pointing to the increasing difficulty of balancing professional responsibilities with personal life and financial survival:

"Many academics suffer too much. I see this now when I collaborate and interact with people from other universities... How difficult it is. Let's say you're in Athens, and you go to Crete every week, and you spend more money than you make."

The issue here is not just about money but also about burnout and overextension — being expected to do more than what is realistically sustainable, often with little reward or recognition.

A.K., reflecting on his experience, noted how the Greek academic system often fails to utilize young researchers effectively and places them in positions with little room for scientific growth:

"Those who went to staff these departments, with good CVs for their age, were eventually assimilated by the system, flattened by the system, made to write books, paint walls..."

This metaphor vividly captures a sense of institutional stagnation and frustration, where promising academics feel “flattened” by bureaucratic or irrelevant tasks rather than empowered to focus on research or innovation.

In contrast, participants who had opportunities abroad spoke about more structured support systems for PhD students and postdocs. G.P., for instance, noted:

"In America, a scholarship meant that you taught in bachelor (with a salary, of course, so I didn't pay tuition) and that's how I was able to study..."

Similarly, A.K. highlighted the material support provided through international programs:

"The NTU scholarship at that time was over 30,000 euros… I took a personal Marie Curie scholarship. I stayed for two years… and then I went on for a second postdoc in Portugal..."

These experiences abroad offered financial stability, recognition, and a clear path for career development, in stark contrast to the uncertainties they faced in Greece. As A.K. reflected, returning to Greece often meant losing both professional autonomy and motivation:

"I thought about it then... I said, either you sit in Greece and do the work, or you go abroad..."

Across the testimonies, a common thread emerges: financial strain, bureaucratic overload, and lack of institutional care deeply affect academics' ability to thrive. These challenges create emotional and psychological tension, diminish research capacity, and often lead to disillusionment or decisions to pursue careers abroad. While each participant experienced these pressures differently, the systemic nature of the constraints—particularly within the Greek academic context—was a shared concern.

Finally, upon analyzing the responses to the third research question, we observed that participants offered diverse and nuanced perspectives on what it means to be an academic. Their responses revealed a tension between idealistic views of the academic as mentor, guide, and ethical model and more pragmatic or disillusioned understandings, especially when institutional challenges took a toll on motivation. While most saw their role as extending beyond knowledge transmission, their levels of engagement and hope for impact varied significantly.

One dimension of the academic role that several participants emphasized was the duty to inspire and guide students. N.K., for instance, described the academic profession as a calling rooted in responsibility and care:

"An academic should inspire children... not just an academic, every teacher should literally inspire..."

For N.K., the role of the academic involves more than expertise — it requires emotional investment, mentorship, and a belief in the transformative power of education. She viewed her position not only as a privilege but as a form of service to the students and society at large.

A similar view was shared by A.K., who framed the university as a place where values are formed and young people are shaped:

"University professors don't make money, they are full of knowledge, they have experience... you are a teacher... you guide [students]."

A.K.’s emphasis on experience, openness, and moral responsibility reinforces the idea that the academic has a critical role in cultivating not only intellectual skills but also character and civic awareness in students.

S.A. also underscored the emotional and interpersonal aspects of the academic role, describing it as both supportive and human-centred:

"It takes empathy, love, and care... I try to patch up or encourage or help both the university as a place and the students..."
"So that's what I'm trying to do, be gentle, calm and supportive."

These comments reflect a relational and restorative view of the academic role, where the educator supports students through personal and institutional challenges and sees value in small, everyday acts of kindness.

In contrast, G.P. conveyed a more disenchanted and technical perspective, focusing on the decline in student performance and his own diminishing motivation:

"I was giving much better lectures at 26–27 years in America... now at 64 years... I keep saying the same things to students with such a low knowledge background..."

Unlike the other participants, G.P.’s narrative reflects a sense of fatigue and disengagement, suggesting that systemic and generational frustrations may lead some academics to adopt a more distant or transactional view of their work.

Nevertheless, even those who expressed critical views acknowledged that passion and personal connection still play a role in effective academic practice. As G.P. himself stated:

"If you like something then you will promote it, and that's how you get good lectures."

A.C. echoed this, noting that passion also includes being accessible and building trust with students:

"My office is always open and I spend many hours in such discussions..."

This open-door approach illustrates a deep commitment to student-centered education, where the academic not only delivers content but also creates space for dialogue, reflection, and mentorship.

The participants also reflected on how social responsibility and ethical awareness should inform the academic role. As A.K. explained:

"Science today is an encounter between scientists and peoples... Science no longer has borders... The university should guide students in this direction."

This statement positions academics not just as teachers or researchers, but as global citizens and ethical leaders, responsible for fostering values of cooperation, critical thinking, and service to humanity.

In sum, the participants’ perceptions of their role ranged from inspirational and mentoring-focused to disillusioned and weary. While some academics clearly viewed themselves as moral guides and facilitators of transformation, others expressed doubts about their impact, shaped by years of systemic pressure or student disengagement. These differences suggest that academics’ sense of purpose is closely tied to their working conditions, support systems, and interactions with students. Despite these challenges, most still saw their role as carrying deep personal and societal meaning.

Discussion

This study explored the career paths and identity formation of four university lecturers working in different departments and faculties in Greek universities. Using the biographical narrative method, we examined their motivations, perceptions of their academic roles, and the structural and personal factors that shaped their trajectories. The findings provide in-depth answers to the three guiding research questions:

(RQ1) What makes academic teaching meaningful and rewarding?

(RQ2) What kinds of challenges, constraints, and tensions do academics face?

(RQ3) How do academics perceive their role overall?

For the participants, teaching became meaningful not only through the act of transmitting knowledge but also through building relationships with students, mentoring, and witnessing student growth. Teaching was often described as a space for transformation—both for the educator and the learner. This aligns with findings from a study by González Valencia et al. (2018), where the professor’s life experience and sociocultural awareness deepened her sensitivity to students’ realities, allowing for a more human-centered, empathetic, and impactful teaching practice.

For participants with a strong pedagogical background, teaching was particularly rewarding because it connected to their core identity. These findings align with another research (Neupaneet al., 2022), which highlighted that teachers who reflect on their identity and engage in meaningful pedagogical communities develop stronger teaching identities. This identity alignment made their work feel purposeful and fulfilling—even in the face of institutional challenges.

The sense of agency, creativity, and the ability to shape young minds emerged as central to what made academic teaching deeply satisfying. Rather than a mechanical role, participants viewed teaching as an ethical and personal commitment, giving their work meaning far beyond metrics and evaluation systems.

A second question arises: participants encountered a range of institutional, structural, and personal challenges throughout their careers. These included financial insecurity, excessive teaching loads, limited research funding, and unclear or delayed promotion criteria—particularly acute in the Greek academic context. These findings are consistent with Laudel and Gläser (2008) and the international comparison with Finnish academia (Laiho et al., 2022), which revealed that structural support for research in Finland greatly exceeds that in Greece, allowing more balanced career development.

However, these external constraints were also intensified or mitigated by personal factors. For instance, family responsibilities, caregiving duties, or lack of geographical mobility played a significant role in shaping career opportunities and choices. These constraints often introduced tension between personal and professional life—what one participant described as “a life of compromise.”

Moreover, participants expressed internal tensions between competing aspects of their roles: researcher, teacher, mentor, and administrator. This reflects the career stage tensions described by Asaf et al. (2008), in which mid-career educators navigate the tension between routine and reinvention in their academic work. Some of our participants described moments of doubt and emotional fatigue, bordering on burnout, especially when their institutional environments provided little room for creativity or professional development.

Nevertheless, many overcame or transformed these tensions by actively redefining their roles or seeking growth through pedagogical reflection, community involvement, or informal mentorship—thus confirming the idea that personal agency plays a central role in shaping one’s response to professional constraints.

According to the third question, we found that participants did not see themselves only as knowledge transmitters or researchers. Their role was multifaceted and profoundly shaped by their personal biographies, values, and lived experiences. Some leaned into the teaching dimension, positioning themselves as mentors or student advocates. Others emphasized research and knowledge creation. Significantly, these perceptions were rarely fixed—they evolved over time and were influenced by life transitions, family dynamics, and career experiences.

This fluidity and personal interpretation of role support the work of Clarke et al. (2013), who argued that a mix of institutional and disciplinary logic shapes academic identity. However, our study extends this view by incorporating the biographical and emotional components emphasized in the study by Asaf et al. (2008), who demonstrated that academics’ roles are also shaped through life experiences, emotional growth, and a continuous negotiation of self within and outside the academy. On the other hand, several participants described a shift from viewing academia as purely a cognitive engagement to embracing it as a social and ethical vocation. Social interactions and the forging or breaking of relationships are central to this shift. Places are relational and constantly in the making. Identities, therefore, are shaped through spatially embedded and embodied social practices (Nordbäck et al.,2021).For instance, one described moving from “feeling small in the system” to feeling empowered by the impact she had on her students’ lives—an evolution that mirrors the trajectory

Ultimately, the role of the academic was perceived as a personal and professional journey, where meaning is derived not from institutional status but from connection, transformation, and lifelong learning. So, this study contributes to the field by confirming academic identity as a dynamic, negotiated, and context-sensitive process (Asaf et al., 2008; Clarke et al., 2013) while also extending existing theories to include the influence of life history, family context, and emotional development—factors often overlooked in higher education research. It highlights how structural conditions and personal agency together shape academic roles. Drawing on career stage theory, it illustrates how academics navigate identity transitions and emotional tensions, influenced by reflective practice, community, and pedagogical engagement. By using the biographical narrative method, the study reveals the deeply personal and transformative nature of academic careers.

Conclusion

This study offers an in-depth, qualitatively grounded examination of the career trajectories of four (4) early-career lecturers in Greek universities, shedding light on the complex interplay between personal aspirations, institutional barriers, and cultural expectations within the context of Greek higher education. The originality of this research lies in its application of a narrative methodology that emphasizes the lived experiences of the participants, thereby bringing attention to facets of academic life that are often overlooked in dominant quantitative portrayals of academic career paths (Morley, 2013).

The findings indicate that the process of academic identity formation in Greece is fragmented, precarious, and largely influenced by external and unpredictable factors. These include hiring policies, the lack of institutional support, and the broader erosion of meritocracy—factors that align with trends observed in other countries (Dafermos, 2023; Morley, 2013).The participants’ testimonies highlight how their academic careers are shaped not only by intrinsic motivations and professional choices but also by socioeconomic background, access to opportunities, and random contingencies (Achinstein et al., 2004).

Regarding its contribution to the field, this study offers a unique perspective by providing a more nuanced understanding of the fragmented and often precarious nature of academic identity formation within the Greek context. It emphasizes the pressing need for systemic reforms, such as the establishment of transparent recruitment and promotion procedures, the creation of institutionalized mentoring mechanisms for early-career academics, and the securing of stable and sufficient funding (Ylijoki & Ursin, 2013). Such interventions could enhance professional security and foster more supportive working environments.

Furthermore, the study contributes to ongoing international discussions surrounding the transformation of academic identity in the era of neoliberal restructuring of higher education. The experiences of the participants reflect global trends, including increasing precarity, the loss of autonomy, and the erosion of the academic vocation (Blackmore, 2014; Ylijoki & Ursin, 2013). These challenges, experienced locally within the Greek academic community, are part of broader global shifts in the academic profession. By contextualizing these personal academic trajectories within a framework of ongoing transformations in higher education, this study provides valuable insights into what it means to "become" and "remain" an academic in times of uncertainty and institutional instability.

In conclusion, biographical narratives have provided valuable insights into the participants’ educational journeys and the experiences that have shaped their roles as academic teachers. Lifestyle, family, and sociocultural contexts played a crucial role in their development, underscoring the importance of specific moments and environments in shaping their academic identities and career trajectories.

Recommendations

As this study has shown, personal identity and academic development shape professional trajectories. Future research could examine how institutional conditions—such as funding, pedagogical development opportunities, and structural support—impact this process. It is also essential to explore how pedagogical knowledge not only enhances teaching and student engagement but also contributes to academics’ self-perception and professional identity. Institutions should consider investing in context-sensitive pedagogical training and policies that support academics’ dual role as educators and researchers.

Limitations

As discussed in the methodology section, this study examined the narratives of four academics using the Biographical Narrative method. A commonly cited limitation of this approach is the small number of participants, which limits the potential for scientific generalization (González Valencia et al., 2018). However, generalization is not the aim of this type of research; instead, the goal is to offer rich, contextualized understandings of identity and career development. When conducted systematically and critically, as in this study, the method makes a meaningful contribution to the broader discourse (Rhoades, 2007).

That said, there are several study-specific limitations to acknowledge. First, the sample was limited to four participants from Greek universities, and although variation in disciplines and institutions was considered, the findings may reflect particular features of the Greek academic system and may not fully capture experiences in other contexts. Second, the gender balance and life-stage diversity of participants could have influenced the findings; for instance, most participants were at similar career stages and shared specific socioeconomic backgrounds, which may have shaped how they articulated their experiences.

Third, the interpretive nature of narrative analysis introduces a risk of researcher bias, especially when coding and interpreting emotionally charged or retrospectively recalled content. Although efforts were made to ensure reflexivity—through memo writing, peer discussion, and comparison with existing literature—researcher positionality may have influenced the framing of participants’ identities and tensions. Additionally, as Solomou (2024) notes, asking participants to recall events from years earlier can introduce memory distortion or selective emphasis, which may shape the narrative in unintended ways.

Finally, drawing on Tsiolis and Siouti (2013), the narratives were analyzed as polyphonic texts that resist linear coherence. This raises questions about how identities are constructed during the interview itself and whether the act of narration may lead participants to revise or reframe their biographical self-descriptions in ways that reflect present concerns more than past realities.

Ethics Statements

The research was conducted with individuals from different academic institutions, outside the premises of the faculties, through online interviews. Therefore, university permissions were not required, and we obtained consent for recording the interviews from each participant individually. We also ensured that the interviews would remain anonymous and that personal data would be kept confidential and protected. The participants provided their written informed consent to participate in this study.

Acknowledgments

The author, Klada Nektaria, acknowledges financial support for the dissemination of this work from the Special Account for Research of ASPETE through the funding program "Strengthening ASPETE’s research”.

This publication has also been supported by European University Cyprus in the form of a PhD fee reduction.

Funding

The dissemination of this work is funded by the Special Account for Research of ASPETE.

Generative AI Statement

During the manuscript refinement phase, ChatGPT was used selectively for language editing when deemed beneficial. This assistance aimed to enhance the clarity, coherence, and style of the text while preserving the integrity of the original content.

Authorship Contribution Statement

Klada: concept and design, data acquisition, data analysis/interpretation, drafting manuscript, critical revision of manuscript, securing funding. Kourtis: concept and design, data acquisition, data analysis/interpretation, drafting manuscript, critical revision of manuscript.