Building a More Robust Conception of Early Career Researcher Experience: What Might We Be Overlooking?

Autor/inn/en	McAlpine, Lynn; Pyhältö, Kirsi; Castelló, Montserrat
Titel	Building a More Robust Conception of Early Career Researcher Experience: What Might We Be Overlooking?
Quelle	In: Studies in Continuing Education, 40 (2018) 2, S.149-165 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McAlpine, Lynn) ORCID (Pyhältö, Kirsi) ORCID (Castelló, Montserrat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2017.1408582
Schlagwörter	Educational Research; Researchers; Novices; Research Design; Graduate Students; Postdoctoral Education; Student Research; Academic Persistence; Intention; Robustness (Statistics); Resilience (Psychology); Scholarship; Learner Engagement; Burnout; Social Science Research; Online Surveys; Foreign Countries; Interviews; Rating Scales; Mixed Methods Research; United Kingdom; Spain + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Researcher; Forscher; Forschungsdesign; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; Widerstandsfähigkeit; Scholarships; Stipendium; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Social scientific research; Sozialwissenschaftliche Forschung; Ausland; Interviewing; Interviewtechnik; Rating-Skala; Großbritannien; Spanien
Abstract	Two decades of research into early career researchers has highlighted the interaction of a constellation of influences in making sense of their experiences. Such research largely draws on either quantitative or qualitative traditions. While both traditions explore similar phenomena, research questions are often framed differently and use different methods. Interestingly, there are few studies in which design integrates quantitative and qualitative processes. In this paper, we describe such a design in which we examined post-PhD researcher agency, social support and intention to remain in or leave the academy. The quantitative analysis highlighted two profiles representing variation in intention to remain based on the interaction of community and supervisory support. The qualitative analysis, while supporting this finding, suggested other influences as well. Examining these other influences in-depth led to a more robust representation of the interplay of personal life and work in relation to intention to remain. We concluded work-related factors are insufficient to explain intention to remain. We suggest future research in this area should explore what other factors may be overlooked in understanding (a) intention to remain and (b) early career researcher experience more broadly. Finally, we propose research designs integrating both quantitative and qualitative processes may prove fruitful in future research, not just in this area but more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01