ORCID Profile
0000-0002-4293-2485
Current Organisation
University of Southern Queensland
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Publisher: Informa UK Limited
Date: 15-02-2023
Publisher: Springer Science and Business Media LLC
Date: 28-06-2023
DOI: 10.1007/S13384-022-00547-Y
Abstract: Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success in quality research and publishing. Over the 2020–2021 summer semester, six members of the group decided to reflect on their experiences, emotions and outcomes throughout the writing process by participating in four reflective arts-based activities. Theoretical frameworks of reflection and metaphor were used to share findings. Strong evidence of having to grapple with meeting university expectations in tension with personal goals and passions was ever-present. The importance of drawing on both personal resources and significant others to manage these tensions through self-care practices was also evident. Implications resulting from this research include recognising the pressures placed on academics to publish only in specifically ranked journals. Overall, the arts-based reflection was critical in uncovering deeper feelings about the pressures of publishing and supporting higher education employees’ well-being and self-care during the writing process.
Publisher: Informa UK Limited
Date: 28-01-2023
Publisher: Springer Singapore
Date: 2017
Publisher: Springer Singapore
Date: 2016
Publisher: Springer International Publishing
Date: 2021
Publisher: Informa UK Limited
Date: 08-12-2021
Publisher: Springer Science and Business Media LLC
Date: 25-06-2022
DOI: 10.1007/S13384-022-00544-1
Abstract: Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data was collected from nine ECRs using online focus groups and analysed using a hybrid thematic approach. Key findings indicate that ECRs transition into the Academy post-doctorate with varying experiences of identity liminality that impact their capacity to manage research expectations. ECRs experiencing shorter periods of liminality are best positioned to manage the intensified expectations of academic life while ECRs experiencing persistent liminality and identity ‘struggle’ are more likely to perceive a diminished sense of achievement and support. These findings have significant implications for university leadership and research supervisors, in Australia and globally, regarding the ways they support ECRs to productively navigate the hyper-invigilated audit cultures of what we have termed the neo-academy.
Publisher: Informa UK Limited
Date: 18-08-2023
Publisher: Elsevier BV
Date: 10-2023
Publisher: Informa UK Limited
Date: 30-06-2023
Publisher: Springer Science and Business Media LLC
Date: 03-01-2023
Publisher: Informa UK Limited
Date: 13-12-2021
No related grants have been discovered for Ellen Larsen.