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.