Early Career Researchers' Meaning-Making of Research Experiences: A Cross-Role Analysis Using Cross-National Data

• In Event: 28.067 - Findings and Reflections From a Cross-National, Cross-Role (Ph.D., Post-Ph.D. Researchers) Research Program: Possibilities and Challenges

Abstract

Aims
In a highly competitive and global academic context, the journey of becoming a researcher is increasingly challenging. Despite national and supranational initiatives aiming at supporting early career researchers’ development, drop-out rates remain high at the doctoral level, and those who persist tend to report high levels of stress and anxiety, work-life balance issues, and few career development opportunities (Martinez et al., 2013; Pyhältö, Stubb, & Lonka, 2009; Scaffidi and Berman, 2011). While previous research generally focused either on doctoral students or postdocs, literature remains scarce about how these two different roles carry both common concerns and specific challenges. Moreover, there is no research we are aware of that examines perceptions of these significant experiences using the same data collected in different countries. This paper aims to contribute in this regard by exploring the most significant positive and negative experiences reported by early career researchers in their trajectory, the meaning they make of these experiences and the emotions they trigger. More specifically, we aimed to explore differences in the way early career researchers experience the significant events in relation to their role and their country.

Methodology
This study is part of a larger European mixed-method study about researchers’ identity development. 394 doctoral students and 195 postdocs from Spain, UK, and Switzerland completed an online survey. A cross-national thematic analysis was conducted on their answers to nine open-ended questions about the most significant events—positive and negative—that have marked their academic paths.

Findings
In all three countries, participants’ in both roles identified events related to scientific communication (e.g., writing, publication, conference talks), their research community (e.g., relationships with supervisors, colleagues, and peers) and the research process in itself (e.g. data collection/analysis, thesis defence) as most significant. For both doctoral students and postdocs, these experiences were significant because they represented accomplishments or validation of their competencies by others, or failures and lack of validation by others. However, their roles also appeared to influence how they make sense of the event. Doctoral students also tended to report experiences that drastically increased or decreased their motivation, whereas postdocs’ experiences were especially significant when they had an impact on their career development. Many participants of both roles were inclined to reinterpret their negative experiences by drawing new insights and learnings about the academic culture and what constitutes the journey of becoming a researcher. Differences among the three countries were also observed and will be discussed in the presentation.

Significance
This study highlights the importance of providing early career researchers with support to cope with and learn from the negative experiences they face throughout their journey. The cross-national findings might inform the design of supranational training resources and European policy-based recommendations.

Authors

• Kelsey Inouye, University of Oxford

• Anna Sala-Bubaré, Ramon Llull University

• Isabelle Skakni, Lancaster University

• Crista Weise, Autonomous University of Barcelona

• Lynn McAlpine, McGill University