Amy Wilkinson, University of Hull
The prevalence of Imposter Syndrome (IS) among higher education faculty is a significant concern due to its detrimental effects on individuals' professional and personal lives. Despite its association with adverse mental health outcomes such as anxiety, depression, and low self-confidence, research on IS within this context remains limited. This study aims to address this gap by investigating IS and coping mechanisms among early career academics (ECA) at a specific higher education institution. Through individual semi-structured interviews conducted over Teams, participants shared their experiences of IS, coping strategies employed, and suggestions for better support. Data analysis, following Braun & Clark's six-step thematic analysis process, is currently underway, with findings anticipated to shed light on the nuanced experiences of ECAs dealing with IS and the effectiveness of coping strategies. The completion of data analysis will provide valuable insights that can inform interventions and policies aimed at mitigating the impact of IS in academic settings
Conference theme: Inclusive education