Early career researchers’ identity positions based on research experiences

ABSTRACT

This study analyses early career researchers’ identity positions from a dialogical-self perspective and their experiences when facing significant research events over their career trajectory. An idiographic longitudinal approach, based on the Interpretative Phenomenological Analysis (IPA), and a narrative methodology were used. Five social science researchers at the beginning of their careers fulfilled a Journey Plot and participated in longitudinal in-depth, semi-structured interviews. Seven researchers’ identity positions emerged from the phenomenological analysis: administrative, tutored-student, academic writer, subject content learner, research designer, academic speaker, and research community member. Results also showed differences in positions’ frequency and distribution when considering research and teaching careers.

KEYWORDS:

• Doctoral studies
• early career researchers
• higher education
• identity positions
• significant experiences

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Spanish Ministry of Economy and Competitiveness, under the project ‘Researchers’ Identity Education in Social Sciences’ [CSO2013-41108-R].