Imposter syndrome and the accidental academic: an autoethnographic account

Abstract

In this paper, I use an autoethnographic approach to explore my everyday experiences as an early career lecturer at a UK-based university. I uncover some of my underlying experiences of imposter syndrome, presenting the ways it manifests in my teaching activities. This paper recommends areas in which higher education institutions can offer support to early career academics, for instance, through mentoring/training in: dealing with nerves; classroom behaviour management; and dressing for confidence. An unexpected finding to emerge from this study is the potential therapeutic role of keeping a diary for early career lecturers struggling with self-doubt.