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.
