Abstract
The identity of Education-Focused Academics (EFAs) remains underexplored in higher education institutions. EFAs primarily focus on the Scholarship of Teaching and Learning (SoTL), student mentoring, and educational leadership. However, these roles often come with heavy teaching and service commitments, limiting opportunities for research engagement, conference participation, and career advancement within research-intensive institutions. In this sense, the scarce literature on EFAs highlights broader tensions in higher education, where academic identity, institutional recognition and career progression are often tied to research outputs in a “publish or perish” environment. This research will explore how EFAs shape their identities, respond to institutional expectations, and work towards greater recognition and impact within management education.