Critical interactions shaping early academic career development in two higher education institutions

Abstract

This study was aimed at identifying the critical interactions within work environments that support the development of early career academics as researchers in institutions with lower order research profiles, that is, environments that differ from research-intensive universities. Ten early career academics, five from Australia and five from the UK, were recruited. Multiple sources of data were subjected to a qualitative analysis from which five interrelated themes identified the features of the research journeys: institutional environment, individual attributes, postgraduate and other research training, supportive interactions with others, and outcomes from the research process. A key finding was that individuals differ in their need for redirection, support, challenge, and inspiration which may be important at anytime but especially at turning points in their career. Actions that might be taken by those responsible for implementing plans and programs in professional learning and development for early career academics are outlined. This study offers empirical evidence of the changes that are significant for individual neophyte researchers, and the environments and interactions that influence these changes.