Making as wellbeing: An autoethnographic exploration of academic maker identities in higher education
Author Identifier (ORCID)
Narelle Lemon: https://orcid.org/0000-0003-1396-5488
Abstract
The landscape of higher education continues to evolve, with increasing recognition of the diverse ways academics contribute to knowledge creation beyond traditional scholarly outputs. Within this shifting terrain, a growing number of academics are embracing making practices – ranging from digital creation to physical crafting – as integral to their academic identity and work. These practices, while contributing to teaching, research, and engagement, also appear to play a crucial role in sustaining academic wellbeing during times of increasing pressure and change in higher education.
Keywords
Higher education, academic identity, making practices, digital creation, academic wellbeing, knowledge creation
Document Type
Book Chapter
Date of Publication
10-17-2025
Publication Title
The Making Academic: Perspectives on Expressive Practice and Wellbeing in Higher Education
Publisher
Taylor & Francis
School
School of Education
RAS ID
84542
Copyright
subscription content
First Page
1
Last Page
12
Comments
Lemon, N., McDonough, S., & Selkrig, M. (2025). Making as wellbeing: An autoethnographic exploration of academic maker identities in higher education. In The Making Academic: Perspectives on Expressive Practice and Wellbeing in Higher Education (pp. 3–12). Taylor & Francis. https://doi.org/10.4324/9781003592556-2