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When Not Getting Your Due Is Your Due: Excessive Entitlement at Work

After Excessive Teacher and Faculty Entitlement

ISBN: 978-1-83797-878-6, eISBN: 978-1-83797-877-9

Publication date: 18 September 2024

Abstract

Located at the place where excessive entitlement and the “best-loved self” intersect, this research illustrates what happens when the excessive entitlement of one educator trumps that of another. Then, in a perverse sort of way, those who are excessively entitled may even imply that the other is acting excessively entitled. This is how the “not getting your due is your due” theme emerged in the two exemplary cases that are spotlighted. Excessive entitlement is the belief that one's voice, opinion, and assessment hold more weight than others, whereas the best-loved self is the image to which educators ideally aspire. Given the contested nature of universities, it is not surprising that tensions occur around due – with due being the scholarly attention one legitimately expects to receive. The two featured narratives of experience present “amalgams of experience” lived in multiple academic contexts – with both narrative accounts not turning out as expected. The first story chronicles the choosing of an outstanding doctoral student for a prestigious award; the second one tells how a professor who received two national honors was celebrated at her institution. Through using narrative inquiry as both a research method and a form of representation, the researcher also was able to suggest how people might move beyond excessive entitlement. Narrative inquiry's well-known interpretive tools of fictionalization, broadening, burrowing, and storying and restorying, employed repeatedly throughout this chapter, produced deeper meanings and richer understandings that could result to more generous and informed actions for everyone involved.

Keywords

Citation

Craig, C.J. (2024), "When Not Getting Your Due Is Your Due: Excessive Entitlement at Work", Ratnam, T. and Craig, C.J. (Ed.) After Excessive Teacher and Faculty Entitlement (Advances in Research on Teaching, Vol. 47), Emerald Publishing Limited, Leeds, pp. 137-147. https://doi.org/10.1108/S1479-368720240000047009

Publisher

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Emerald Publishing Limited

Copyright © 2024 Cheryl J. Craig. Published under exclusive licence by Emerald Publishing Limited