ERIC Number: EJ1351648
Record Type: Journal
Publication Date: 2022
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7925
EISSN: EISSN-1469-3623
Early Career Researchers Making Sense of Their Research Experiences: A Cross-Role and Cross-National Analysis
Compare: A Journal of Comparative and International Education, v52 n5 p748-767 2022
Early career researchers' journey (i.e. doctoral researchers and post-PhDs) is increasingly challenging, but little is known about how they live and interpret their significant experiences, that is how they attribute meaning to these experiences and their associated feelings. Moreover, research about how doctoral researchers and post-PhDs deal differently with such experiences remains scarce, especially when accounting for the interpretation of significant experiences across countries. This paper explores how role (doctoral researchers or post-PhDs) and country (Spain, UK and Switzerland) can influence individuals' interpretation of significant events. It draws on the most significant events reported by 544 early career researchers in two open-ended questions. Analyses revealed differences between roles only regarding the sense-making, especially in the future implications, and across countries in both the sense-making and the associated feelings. This interaction between role and cultural/workplace practices, is the most compelling, especially given the high mobility expected of post-PhDs.
Descriptors: Cross Cultural Studies, Doctoral Students, Researchers, Doctoral Degrees, Futures (of Society), Work Environment, Foreign Countries, Educational Attainment, College Faculty, Employment, Salaries, Positive Attitudes, Negative Attitudes, Stress Variables, Academic Rank (Professional), Educational Change
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain; United Kingdom; Switzerland
Grant or Contract Numbers: N/A