Exploring the Role of Interprofessional Collaboration in Shaping Professional Identity in Higher Education

Recent governmental scrutiny and a push for innovation have reshaped higher education, emphasising interprofessional collaboration. This shift challenges traditional roles, prompting a re-evaluation of staff relationships, professional identities, and the value of multidisciplinary approaches. This research examined the impact of interprofessional collaboration on professional identity within a university setting. It found no conclusive evidence that collaboration alters professional identity or vice versa; rather, participants viewed these as separate concepts. While staff engaged in daily collaboration, they did not perceive it as blurring of their job roles or altering their professional identities. The findings also indicate that participants view collaboration and professional identity as distinct concepts with little influence on one another. Interviews emphasised the significance of interprofessional collaboration to staff, with participants highlighting that collaborative efforts are essential for achieving common goals. The evolving dynamics of interprofessional collaboration and its impact on academic identities reflect a broader trend in higher education, where role boundaries between academic and nonacademic work are increasingly fluid. This transformation, driven by the demands of mass teaching and interdisciplinary needs, influences how staff construct and perceive their professional identities. Academic career paths, alongside roles across higher education, now offer more flexibility than a decade ago, making this research especially relevant. This highlights that while collaboration is essential for achieving shared goals, its influence on shaping professional identity remains minimal in contexts where job roles are clearly defined.