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.
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