Teacher, researcher, or both? Anke Sambeth’s research aims to align academic roles with personal passion

Defining academic roles: where do you fit?

“Everyone has parts of their job they enjoy more than others,” Sambeth says. 

“An academic’s identity is shaped by what brings them the most satisfaction. A researcher might say, ‘I’m happiest when doing research,’ while a teacher might say, ‘I love teaching above everything else.’ But most academics fall somewhere in between,” she notes. 

Sambeth believes that understanding these identities and aligning staff roles with their passions will help to create a more supportive and motivated academic community.  Her research aims to offer practical insights for universities that are looking for ways to better consider their staff’s interests. 

“Why do we even teach?”

Anke Sambeth’s journey into educational research began with a personal challenge. “I wanted to make my own teaching more engaging and effective.” Hoping to explore digital tools that could enhance student learning, she joined a Community of Practice on blended learning. However, as discussions progressed, she and her colleagues Hans Savelberg and Annechien Deelman found themselves asking bigger questions: “Why do we teach? Who actually enjoys teaching, and why? And how does academic culture shape our roles?” 

This shift in focus led her to apply for an education research fellowship at EDLAB. “If we want to improve education, we need to understand the motivations of the people delivering it,” she explains. Though officially leading the project, she sees it as a collaborative effort, drawing on Hans' previous research on academic identity and Annechien’s critical insights. 

Cultural influences on academic identity

Academic culture may play a key role in shaping identity. Sambeth defines academic culture as “the way people perceive their work and academic environment. A researcher might see the university as a place where new knowledge is created, while those who identify as teachers may view it as a space to shape young minds and prepare the next generation.” 

Her research project also investigates how these perspectives may vary across faculties, with each bringing its own set of cultural norms and values. This means that staff identities may be influenced by the diverse cultures within different departments.  

Through surveys and interviews among teachers and researchers across faculties, Sambeth and her colleagues hope to create a more supportive and adaptable environment that accommodates all types of academic identities at Maastricht University. 

Text by EDLAB student-assistant Paula Aldaz Laquidain, master student (FHML)