This mixed-methods study explores the effectiveness of a semester-long academic development programme in addressing Imposter Phenomenon among Early-Career Academics. This intervention introduced low-technology simulations, allowing consideration of authentic challenges of practice. While experiences of Imposterism in academia are often institutionally driven, most coping strategies remain individualistic. This study responds to a paucity of research, offering an original contribution by providing evidence from a pilot evaluation. Participants (n = 19) completed the Clance Imposter Phenomenon Scale pre- and post-intervention, with those reporting moderate to intense Imposterism (scores 41–80) interviewed (n = 10). Quantitative analysis revealed that n = 3 reported less frequent imposter feelings, n = 2 reported more frequent imposter feelings, and n = 14 indicated no change. Qualitative analysis of interview data revealed that perceptions of simulation-based pedagogies were shaped by bi-directional intersections between three domains: understandings of simulation for professional learning; interactions/collaboration with peers; and personal identity/professional context. Findings indicated that sustained peer-interaction within psychologically safe and supportive environments was particularly valued, reducing isolation, enhancing professional belonging, and improving confidence–dimensions closely associated with academic wellbeing. However, contextual factors, including role ambiguity and unclear progression pathways, sometimes intensified imposter feelings, highlighting structural conditions shaping professional identity and educator wellbeing.
Hotonu et al. (Sat,) studied this question.