The re-professionalisation of those who work in education is a common theme explored in the literature. This paper reports on research undertaken at an English Business School that was concerned with how academics responded to external accreditation and the introduction of five categories that demarcated them according to their academic achievements, professional experience and standing within the sector. In reporting on this way of re-professionalising academics, this research makes a contribution to the discourse on working in Higher Education, and how academics view this process. The research adopted an approach based on interviewing and analysed through Interpretative Phenomenological Analysis. The findings suggest that although academics often question the imposition of an artificial identity, they adopt a pragmatic position of compliance.