A changing environment: narratives of learning about research

Abstract

Purpose

The literature demonstrates how the environment for and value of research is changing. The purpose of this paper is to explore the narratives of 30 UK researchers and academics to consider how they learned about the nature and value of research through the researcher development process and within this broader context of change.

Design/methodology/approach

A biographical‐narrative approach is adopted, emphasising subjective experience and meaning and how this is shaped by wider social structures.

Findings

Respondents' stories highlight the continued informality of much of the development process and how a lack of systematic support can leave much to chance, potentially undermining future views of professional development. Data from respondents across generations also enable examination of some of the changes that have taken place over time in the higher education (HE) environment and the impact this has had on individuals' understanding of research. In particular, changes such as the introduction of the Research Assessment Exercise/Research Excellence Framework appear to have had a significant – and not entirely positive – shaping influence on how individuals perceive, and experience, research and its aims, leading to an emphasis on outputs over knowledge building.

Research limitations/implications

A biographical‐narrative approach necessarily involves a smaller sample, nevertheless, shared themes were generated by this size of sample and inferences can be drawn.

Practical implications

Despite increased emphasis on research and publishing in the UK, these stories across generations suggest that training and development for researchers often remain very informal, with much left to chance. A more overt approach to researcher development, such as through a “scaffolded” learning process, in which an experienced colleague guides development activities, could help to avoid negative early experiences and increase the likelihood that individuals will develop their own sense of a “culture of developmentalism”.

Originality/value

Focusing on what individuals learn about the nature and value of research as they go through the development process adds to our understanding of researcher development and how this is situated within the wider HE context. Data from respondents across generations equally enable examination of some of the changes that have taken place over time, and how these re‐shape researcher development.

Citation

Raddon, A.E. (2011), "A changing environment: narratives of learning about research", International Journal for Researcher Development, Vol. 2 No. 1, pp. 26-45. https://doi.org/10.1108/17597511111178005