Researcher Identity – The Early Career Researcher

From Expert To Novice: How to feel fine while floundering

After nearly two decades of teaching and leading in different levels of the education system, I enjoyed the confidence that my hard-earned proficiency permitted. I knew I still had a lot to learn about my craft, but with years of teaching and school leadership under my belt, I felt adept at my daily work. In 2019, I made the fateful step to embark on my PhD studies in Education. To say I felt overwhelmed is an understatement. The sheer volume of existing knowledge and scholarship was intimidating and I felt cowed. I had no track record as a “proper” researcher and felt I had little of value to contribute amongst the giants in the field. I tried to draw upon my research skills from my Master’s degree, but at times, I felt disoriented- like I had gone from enjoying some measure of expertise as a professional to floundering like a complete novice as a researcher. My mentor and supervisor at the time sagely advised me that the research process, especially at the start, can get “messy” but this messiness made me uneasy and this discomfort grew throughout my first year as a PhD candidate.

Other fledgling members of the PhD research community shared similar experiences. As I tried to make sense of these experiences, The Dreyfus Model of Skill Acquisition proved to be a useful framework. This model describes a continuum of skill acquisition from novice to expert status. I realised that I was at different points along the continuum for different researcher skills. In some areas my competence grew at a relatively fast rate and in others, the progress was frustratingly slow. I had to do a significant amount of internal work to overcome imposter syndrome, acknowledge my conscious incompetence and make sense of the vastness of the research world.

An important realisation for me was that I could apply my transferable skill set to my advantage. Generic skills related to personal organisation, reflection and resourcing proved to be valuable as I charted my way through those challenging first two years of study. I tried to be very disciplined with my habits. This, together with acquiring key resources, seeking mentorship and reading the right guide books helped me to make steady progress. I also needed to stop getting in my own way and to get out of my own head. To do this, connecting with others was the key and I relied on my networking skills. I found few communities of support in the Caribbean setting and this fueled my desire to be a part of establishing this Hub. I hope that being a part of TECR Hub will make your own research journey that bit easier, less lonely and more fulfilling.

Mrs. Zaida Khan-Ventour is a PhD candidate, school principal and education consultant. Her research interests focus on professional learning.

Releasing the Brakes on Researcher Development

Leave a Comment / Researcher Identity / 11/08/2022

Development of a research identity requires several stages

Becoming a researcher follows a well-established path, beginning with completion of a Ph.D. and submitting publications based on the doctorate to refereed academic journals. Being research active begins with being determined to showcase research to a wider audience than the small number of readers who access doctoral theses. Failing to follow-up in this way is a strong indicator of an academic who is not serious about research. Doctoral graduates with an emerging record of publications can expect to secure university positions early in their research careers.

Development of a research identity requires several stages. First, doctoral graduates need to consider how to initiate their post-doctoral research. A good way to do this is to seek opportunities to work alongside more established academics, for example as co-investigators on funded projects. This should also lead to further publications, typically as a second or subsequent author on papers where the lead author is the principal investigator.

Second, early career researchers should seek and accept opportunities to join appropriate academic and professional communities. There are several ways to do this, for example joining scholarly bodies, accepting invitations to review manuscripts for academic journals, and attending seminars and conferences. Such networking enhances visibility with people and organisations that could create further development opportunities.

Third, early career researchers can benefit from mentoring, typically from doctoral supervisors and other senior colleagues. Such mentors can advise on publications, including reading drafts and suggesting appropriate journals. However, not having such mentors, and not receiving appropriate advice, can act as a brake on researcher development.

Fourth, a research identity requires careful balancing of the various responsibilities expected of early career researchers, including teaching and administration, as well as research. Finding space for research amid crowded teaching and administrative demands, is essential for developing a researcher persona. It is always easy for the ‘urgent’: teaching, course leadership and administration, to drive out the ‘important’, research and publications. Carving out ‘protected time’ for research is essential for career development.

Tony Bush is Professor of Educational Leadership at the University of Nottingham, UK. He is also President of the British Educational Leadership, Management and Administration Society (BELMAS) and Editor-in-Chief of the world-leading academic journal, Educational Management, Administration and Leadership (EMAL). His extensive international work includes research, consultancy and invited keynote presentations in 26 countries. He has published 32 books and more than 90 academic journal articles.

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